Abstract

PASCUAL SEVILLANO, María Ángeles; GARCIA RODRIGUEZ, Marta Soledad  and  VAZQUEZ-CANO, Esteban. Attention to diversity and inclusion in Spain. Sinéctica [online]. 2019, n.53.  Epub Aug 28, 2020. ISSN 2007-7033.  https://doi.org/10.31391/s2007-7033(2019)0053-011.

This article presents the specific measures adopted in Spain to attend the specific needs of educational support in the stages of Infant and Primary Education. The research is approached from a quantitative methodology with the implementation of a questionnaire designed and validated by the researchers. The sample selection has been randomized and stratified by conglomerates in order to be representative of the population of the region of Asturias. The sample is composed of 89 schools and 1,062 questionnaires answered by teachers. The results show that, in Primary Education, the most frequent measures are aimed at students with learning difficulties and the measures of attention to the diversity that are more planned in the schools are the support in the ordinary group and the specialized support. Also, in the Primary Education stage, the results indicate that the percentages of support outside the ordinary group, the significant curricular adaptation and the specific plan for the student who does not promote the course increase. Taking into account these results, educational policies that promote educational support within the ordinary classroom and teacher training in attention to learning difficulties are recommended.

Keywords : infant education; primary education; inclusion; specific needs for educational support; measures for attention to diversity.

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