Looking at the Margins: Is Inclusive Education for All?

Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spa...

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Detalles Bibliográficos
Autores: Chieppa, Maria Antonietta, Sánchez Cabrero, Roberto, Sandoval Mena, Marta
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/712622
Acceso en línea:http://hdl.handle.net/10486/712622
https://dx.doi.org/10.3390/educsci13100991
Access Level:acceso abierto
Palabra clave:coloniality
ethnic minority students
inclusion
poverty
special education
Educación
Psicología
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spelling Looking at the Margins: Is Inclusive Education for All?Chieppa, Maria AntoniettaSánchez Cabrero, RobertoSandoval Mena, Martacolonialityethnic minority studentsinclusionpovertyspecial educationEducaciónPsicologíaOver the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and 2019. Disaggregating the data by gender and origin (Spanish, EU, and non-EU), we compare the relative risk ratio (RRI) of ending up in a special education pathway for each group and relate it to the poverty risk index. The results reveal that male students from non-European backgrounds are more likely to attend a special school and that poverty has a different impact on the schooling of students depending on their origin. Therefore, while all Spanish laws support the rights-based anti-discrimination principle of equitable education, international and national policy objectives do not appear to be confirmed by educational practices. We conclude that the findings indicate a Eurocentric perspective that reads ‘difference’ as a form of deficit and propose to begin to question the role that colonial culture can play in developing inclusive policies and practicesMDPIDepartamento de Psicología Evolutiva y de la EducaciónFacultad de Formación de Profesorado y Educación20232023-09-27research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/712622https://dx.doi.org/10.3390/educsci13100991reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7126222026-06-23T12:46:27Z
dc.title.none.fl_str_mv Looking at the Margins: Is Inclusive Education for All?
title Looking at the Margins: Is Inclusive Education for All?
spellingShingle Looking at the Margins: Is Inclusive Education for All?
Chieppa, Maria Antonietta
coloniality
ethnic minority students
inclusion
poverty
special education
Educación
Psicología
title_short Looking at the Margins: Is Inclusive Education for All?
title_full Looking at the Margins: Is Inclusive Education for All?
title_fullStr Looking at the Margins: Is Inclusive Education for All?
title_full_unstemmed Looking at the Margins: Is Inclusive Education for All?
title_sort Looking at the Margins: Is Inclusive Education for All?
dc.creator.none.fl_str_mv Chieppa, Maria Antonietta
Sánchez Cabrero, Roberto
Sandoval Mena, Marta
author Chieppa, Maria Antonietta
author_facet Chieppa, Maria Antonietta
Sánchez Cabrero, Roberto
Sandoval Mena, Marta
author_role author
author2 Sánchez Cabrero, Roberto
Sandoval Mena, Marta
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv coloniality
ethnic minority students
inclusion
poverty
special education
Educación
Psicología
topic coloniality
ethnic minority students
inclusion
poverty
special education
Educación
Psicología
description Over the last 30 years, international education policies have emphasised the need for more inclusive environments, especially for previously marginalised and excluded populations. This article explores the status of culturally and linguistically diverse students with special educational needs in Spain between 2009 and 2019. Disaggregating the data by gender and origin (Spanish, EU, and non-EU), we compare the relative risk ratio (RRI) of ending up in a special education pathway for each group and relate it to the poverty risk index. The results reveal that male students from non-European backgrounds are more likely to attend a special school and that poverty has a different impact on the schooling of students depending on their origin. Therefore, while all Spanish laws support the rights-based anti-discrimination principle of equitable education, international and national policy objectives do not appear to be confirmed by educational practices. We conclude that the findings indicate a Eurocentric perspective that reads ‘difference’ as a form of deficit and propose to begin to question the role that colonial culture can play in developing inclusive policies and practices
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-09-27
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/712622
https://dx.doi.org/10.3390/educsci13100991
url http://hdl.handle.net/10486/712622
https://dx.doi.org/10.3390/educsci13100991
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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