Reflexiones acerca de una escuela para todospercepciones de familias y maestros respecto a la cultura, po-lítica y práctica de inclusión en Galicia

  1. María José Fiuza Asorey 1
  2. Luisa Losada-Puente 2
  3. Manoel Baña Castro 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Aula abierta

ISSN: 0210-2773

Ano de publicación: 2021

Volume: 50

Número: 1

Páxinas: 525-534

Tipo: Artigo

DOI: 10.17811/RIFIE.50.1.2021.525-534 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Aula abierta

Indicadores

Citas recibidas

  • Citas en Scopus: 1 (16-01-2023)
  • Citas en Web of Science: 0 (02-01-2023)

SCImago Journal Rank

  • Ano 2021
  • Impacto SJR da revista: 0.368
  • Cuartil maior: Q3
  • Área: Education Cuartil: Q3 Posición na área: 680/1381

Índice Dialnet de Revistas

  • Ano 2021
  • Factor de impacto da revista: 1,450
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 20/228

CIRC

  • Ciencias Sociais: B

Scopus CiteScore

  • Ano 2021
  • CiteScore da revista: 2.5
  • Área: Education Percentil: 66

Journal Citation Indicator (JCI)

  • Ano 2021
  • JCI da revista: 0.68
  • Cuartil maior: Q2
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q2 Posición na área: 362/743

Resumo

This paper examines, for the first time in Galicia (Spain), the culture, policy and practice of teachers and families in six primary schools. The aim was to understand their reality from an inclusive perspective and, subsequently, being able to establish some course of action for improvement. Within the framework of participatory, descriptive, exploratory, and explanatory research, an adaptation of the Index for Inclusion (Booth & Ainscow, 2015) was applied to a sample of 158 families and 85 teachers. The results showed that both groups advocated for an inclusive education, but there were some discrepancies between the intentions and the reality of schools. Differences between culture and practice were probably the element that most brought those contradictions to light. So far, some steps have been taken towards educational inclusion, generating a debate on how to improve it. But it has not included a joint analysis of the voices of all families and teachers, key agents to promote a school for all. What has been found have been isolated initiatives, promoted by edu-cation administrators, teachers, or families of students with special educational needs. Hence the need to stimulate the joint reflection on how to move toward total inclusion

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