From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for...

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Detalles Bibliográficos
Autor: Caballero García, Carmen María
Tipo de recurso: artículo
Fecha de publicación:2024
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/24497
Acceso en línea:https://hdl.handle.net/20.500.14468/24497
Access Level:acceso abierto
Palabra clave:58 Pedagogía
schooling
specialised classrooms
mainstream centres
special educational needs
student voice
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spelling From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream PeersCaballero García, Carmen María58 Pedagogíaschoolingspecialised classroomsmainstream centresspecial educational needsstudent voiceThe modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions).MDPIhttps://orcid.org/0000-0003-3966-1546e-Spacio UNED20242024-11-2520242024-01-0120242024-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/24497reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/244972026-06-06T12:38:31Z
dc.title.none.fl_str_mv From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
title From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
spellingShingle From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
Caballero García, Carmen María
58 Pedagogía
schooling
specialised classrooms
mainstream centres
special educational needs
student voice
title_short From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
title_full From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
title_fullStr From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
title_full_unstemmed From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
title_sort From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers
dc.creator.none.fl_str_mv Caballero García, Carmen María
author Caballero García, Carmen María
author_facet Caballero García, Carmen María
author_role author
dc.contributor.none.fl_str_mv https://orcid.org/0000-0003-3966-1546
e-Spacio UNED
dc.subject.none.fl_str_mv 58 Pedagogía
schooling
specialised classrooms
mainstream centres
special educational needs
student voice
topic 58 Pedagogía
schooling
specialised classrooms
mainstream centres
special educational needs
student voice
description The modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions).
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-11-25
2024
2024-01-01
2024
2024-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/24497
url https://hdl.handle.net/20.500.14468/24497
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
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by/4.0/deed.es
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:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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