‘We Get There Together, Not Alone’
Support for Inclusion at Macro, Meso, Micro Levels
Bibliographic Data
| ID | 21446366 |
|---|---|
| Authors | Silvia Sierra-Martínez (0000-0002-4367-3681, Department of Didactics, School Organisation and Research Methods University of Vigo Ourense Spain, corresponding author), Olalla García-Fuentes (0000-0001-9084-0078, Department of Didactics, School Organisation and Research Methods University of Vigo Ourense Spain), María Ainhoa Zabalza Cerdeiriña (0000-0003-3713-5163, Department of Didactics, School Organisation and Research Methods University of Vigo Ourense Spain), Manuela Raposo-Rivas (0000-0001-7781-7818, Department of Didactics, School Organisation and Research Methods University of Vigo Ourense Spain) |
| Year | 2025 |
| Volume | 60 |
| Issue | 4 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70358 |
| OpenAlex | W4416281078 |
| Language | EN |
| References cited | 19 |
Thinking about education from an inclusive perspective constantly forces us to reconsider the way in which we appropriate the curriculum, plan the didactic process and put students at the centre of learning. But also to consider educational policies and administrative supports or social, inter‐institutional and community supports. This study aims to analyse the various forms of support that foster the development of inclusive education, with a particular focus on learners with special educational needs. The analysis is structured across three levels: the macro level (political and administrative), the meso (socio‐educational community) and the micro (classroom and teaching practice). A qualitative research was carried out with the participation of 44 informants belonging to different groups in the Autonomous Community of Galicia (managers, associations, counsellors, specialists, tutors, families, students and politicians) who were interviewed using an open protocol. A content analysis of the data was carried out by the researchers using Maxqda 22 software. The findings underscore the pivotal role of educational authorities in resource allocation, the significance of active family collaboration, and the critical importance of both teacher training and attitudes in the development of inclusive methodologies. The study concludes that the successful implementation of inclusive education requires coordinated action across all levels and sustained commitment to the transformation of policies and practices, in order to guarantee the full participation and learning of all. Inclusion, education policy, community‐school relationship, interview, participation
Action (physics) · Action research · Focus group · Inclusion (mineral) · Order (exchange) · Perspective (graphical) · Plan (archaeology) · Process (computing) · Qualitative research · Resource (disambiguation) · Collaborative Teaching and Inclusion · Education and Teacher Training · Inclusive Education and Diversity
| Citation velocity | historical |
|---|---|
| Highly cited | No |