Aulas de educación especial en España

Análisis comparado

Bibliographic Data

ID19930030
AuthorsRogelio Martínez Abellán (Universidad de Murcia, corresponding author), Mónica Porto Currás, Mónica Porto-Currás (0000-0002-4938-0572, Universidad de Murcia, corresponding author)
Year2019
Volume50
Issue3
Pages89
Publication date2019-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSiglo Cero (JOURNAL)
Journal identifiersISSN: 0210-1696 • E-ISSN: 2530-0350
PublisherEdiciones Universidad de Salamanca (PUBLISHER • ES)
DOI10.14201/scero201950389120
OpenAlexW2976012283
LanguageES
Citations received3
References cited1

This article presents a comparative analysis of the philosophy and organization with which special classrooms are developed for students with special educational needs within ordinary schools in the different Spanish autonomous communities. To do this, a tour is made through the legislation that regulates them in each autonomous community, comparing their nomenclature, characteristics and ratio of the students they attend, professionals involved, requirements for its implementation, as well as the purpose with which they are created. The main results indicate that the different autonomous communities offer alternatives that differ in important aspects such as the consideration of these classrooms as units that replace the special education centers, but they fulfill the same functions, or as spaces within the ordinary centers in the which seeks a progressive inclusion of students who attend. Although they are classrooms created to seek the greater inclusion of students with severe educational needs, the regulations of the different autonomous communities do not always fit this purpose

Legislation · Pedagogy · Political science · Social science · Sociology · Special education · Special needs · Education and Teacher Training · Inclusive Education and Diversity · Law · Psychology · Social Sciences and Policies

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