Participation and Rights of Children with Specific Needs of Educational Support in Castilla y León (Spain): Bridging the Gap between Policies and Practices

Autor/inn/en	Casado-Muñoz, Raquel; Lezcano-Barbero, Fernando; Baños-García, M. Esther
Titel	Participation and Rights of Children with Specific Needs of Educational Support in Castilla y León (Spain): Bridging the Gap between Policies and Practices
Quelle	In: International Journal of Inclusive Education, 23 (2019) 5, S.532-545 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Casado-Muñoz, Raquel) ORCID (Lezcano-Barbero, Fernando) ORCID (Baños-García, M. Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1580922
Schlagwörter	Student Participation; Student Rights; Special Education; Student Needs; Foreign Countries; Inclusion; Disabilities; Children; Childrens Rights; International Law; Treaties; Spain + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Inklusion; Handicap; Behinderung; Child; Kind; Kinder; 'Children''s rights'; Kindesrecht; Law of nations; Völkerrecht; Abkommen; Spanien
Abstract	The administration of the Spanish State is based on a decentralised model consisting of 17 autonomous regions. Castilla y León represents the largest region in Spain and the third largest in the European Union. Our analysis of both national and regional (Castilla y León) legislation on the rights of children and youth with Specific Needs of Educational Support (SNES) to participate in education suggests that the relevant legislation incorporates the minimum standards proposed by various international organisations (UNCRC, UNCRPD). Nevertheless, socio-educational organisations and researchers report limitations and setbacks to the participation of children and young people in Castilla y León, which especially impact on children with SNES: no representation on Primary and Special Education School Boards, socio-economic segregation at some schools, and scarce social participation with disadvantages for girls and other vulnerable groups. In view of these challenges, we set out to ascertain the impact of legislation on the rights of children, by listening to the voices of children with SNES. Our research, a replication of a British project, is adapted to our region. We expect to perform comparative analyses, to learn from other examples of good practice, and to offer innovative proposals for international implementation and dissemination. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01