Analysis of Measures for Attention to Diversity in Compulsory Secondary Education: The Case of the Region of Murcia, Spain

Autor/inn/en	Arnaiz, Pilar; Martinez, Rogelio; de Haro, Remedios; Escarbajal, Andres
Titel	Analysis of Measures for Attention to Diversity in Compulsory Secondary Education: The Case of the Region of Murcia, Spain
Quelle	In: Journal of Research in Special Educational Needs, 13 (2013) 3, S.189-197 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2012.01253.x
Schlagwörter	Foreign Countries; Special Needs Students; Student Diversity; Secondary School Students; Secondary School Teachers; Secondary Schools; Curriculum Design; Special Education; Inclusion; Program Implementation; Educational Legislation; Context Effect; Qualitative Research; Compulsory Education; Measures (Individuals); Semi Structured Interviews; Administrators; School Counselors; Disabilities; Mental Retardation; Teacher Education; Beginning Teacher Induction; Spain + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Sekundarschüler; Sekundarschule; Lehrplangestaltung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Bildungsrecht; Schulgesetz; Qualitative Forschung; Schulpflicht; Messdaten; School counselor; Beratungslehrer; Pädagogischer Berater; Handicap; Behinderung; Geistige Behinderung; Lehrerausbildung; Lehrerbildung; Spanien
Abstract	In this paper, we present an analysis of the implementation of measures of attention to diversity for students with special educational support needs studying Compulsory Secondary Education (12-16 years) in the Region of Murcia, Spain. Our aim is to learn about the organisational and curricular structures implemented in five secondary education schools with a total of 1967 students. These structures are used to deal with student diversity through common and specific measures of attention to diversity and are established by law. We intend to verify and assess whether these are properly and effectively implemented, providing a quality educational response in conformity with the discourse on inclusion and social cohesion. A review of existing legislation suggests that it may be advisable to apply common measures before specific ones in the event that a student has educational support needs and, if possible, in the usual context, that is, within the regular classroom. (Contains 4 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10