Special classrooms in Spain: comparative analysis
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 reg...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Universidad de Salamanca
2019-09-01
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| Series: | Siglo Cero |
| Subjects: | |
| Online Access: | https://revistas.usal.es/index.php/0210-1696/article/view/21377 |
| _version_ | 1818201779455655936 |
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| author | Rogelio MARTÍNEZ ABELLÁN Mónica PORTO CURRÁS Carlos F. GARRIDO GIL |
| author_facet | Rogelio MARTÍNEZ ABELLÁN Mónica PORTO CURRÁS Carlos F. GARRIDO GIL |
| author_sort | Rogelio MARTÍNEZ ABELLÁN |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-12T02:58:59Z |
| format | Article |
| id | doaj.art-4ecf3406edd942c6855508acbefa54f7 |
| institution | Directory Open Access Journal |
| issn | 0210-1696 2530-0350 |
| language | Spanish |
| last_indexed | 2024-12-12T02:58:59Z |
| publishDate | 2019-09-01 |
| publisher | Universidad de Salamanca |
| record_format | Article |
| series | Siglo Cero |
| spelling | doaj.art-4ecf3406edd942c6855508acbefa54f72022-12-22T00:40:41ZspaUniversidad de SalamancaSiglo Cero0210-16962530-03502019-09-015038912010.14201/scero20195038912017695Special classrooms in Spain: comparative analysisRogelio MARTÍNEZ ABELLÁN0Mónica PORTO CURRÁS1Carlos F. GARRIDO GIL2Universidad de Murcia. Facultad de Educación. Departamento de Didáctica y Organización Escolar.Universidad de Murcia. Facultad de Educación. Departamento de Didáctica y Organización Escolar.Universidad de Murcia. Facultad de Educación. Departamento de Didáctica y Organización Escolar.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.https://revistas.usal.es/index.php/0210-1696/article/view/21377aulas especializadasaulas abiertasalumnado con necesidades educativas especialespluridiscapacidadinclusióncomunidades autónomasmodalidades de escolarización |
| spellingShingle | Rogelio MARTÍNEZ ABELLÁN Mónica PORTO CURRÁS Carlos F. GARRIDO GIL Special classrooms in Spain: comparative analysis Siglo Cero aulas especializadas aulas abiertas alumnado con necesidades educativas especiales pluridiscapacidad inclusión comunidades autónomas modalidades de escolarización |
| title | Special classrooms in Spain: comparative analysis |
| title_full | Special classrooms in Spain: comparative analysis |
| title_fullStr | Special classrooms in Spain: comparative analysis |
| title_full_unstemmed | Special classrooms in Spain: comparative analysis |
| title_short | Special classrooms in Spain: comparative analysis |
| title_sort | special classrooms in spain comparative analysis |
| topic | aulas especializadas aulas abiertas alumnado con necesidades educativas especiales pluridiscapacidad inclusión comunidades autónomas modalidades de escolarización |
| url | https://revistas.usal.es/index.php/0210-1696/article/view/21377 |
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