Resumen de Análisis descriptivo y orientaciones prácticas hacia la inclusión escolar: un estudio de centros educativos de Castilla y León
- español
La educación inclusiva surge por el reconocimiento de que la educación es un derecho para todos, y porque además se hace necesaria una apertura de los centros educativos hacia la diversidad, teniendo en cuenta especialmente a los grupos más vulnerables. El objetivo principal de esta investigación es la realización de un diagnóstico del enfoque inclusivo en los centros educativos públicos de educación infantil y primaria de la provincia de Palencia. Para ello se ha estudiado a 38 centros educativos de esta provincia. Se ha analizado la perspectiva de los docentes a través de cuestionarios y entrevistas, la relación de los diferentes miembros que intervienen en el proceso de enseñanza-aprendizaje (entorno, profesorado, familia y alumnado) y las diversas estrategias metodológicas empleadas. Finalmente, se establecen una serie de orientaciones con el fin de ayudar a los centros educativos a acometer una auténtica educación inclusiva.
- English
Inclusive education emerges as the recognition that education is a right for everyone, and the opening of the centers of diversity, taking into account especially the most vulnerable groups.
The main objective of this research is to conduct a diagnosis of the inclusive approach in public primary schools in the province of Palencia childhood education.
Based on the methodology it followed a mixed design, enhancing the strengths of quantitative and qualitative paradigms, and together with theoretical sources on the subject, offers "inclusive reality" that exists in schools.
The perception of teachers through questionnaires and interviews were collected.
The research population is 38 schools in the province of Palencia. With this perspective with teachers, and the contrast of international and national publications on inclusive education, the study of the relationships with the other members involved in the teaching-learning process (particularly environment, teachers, family addresses and students) and methodological strategies regarding groupings, currículum development, host framework, use of ICT resources and conflict resolution.
Two highlights of the analysis are the autonomy of each school in terms of the variety of ways to work on different aspects regarding education and within the center, generally, there is no common line of work. It begins to be a greater openness to the environment (although not specifically towards families), increased use of ICT in the classroom and attempts to develop strategies for conflict resolution. Areas for improvement are the creation of a framework of comprehensive reception, the distribution of students in the classroom, greater student participation in school life (especially in currículum development), work focused on dealing with diversity of students and collaboration among teachers.
From the knowledge of the reality of schools, a set of guidelines that can help improve schools to move towards inclusive education are established.
