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The perspectives of secondary school students with special needs in Spain during the crisis

Whitburn, Benjamin 2016, The perspectives of secondary school students with special needs in Spain during the crisis, Research in comparative and international education, vol. 11, no. 2, pp. 148-164, doi: 10.1177/1745499916633315.

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Title The perspectives of secondary school students with special needs in Spain during the crisis
Author(s) Whitburn, Benjamin
Journal name Research in comparative and international education
Volume number 11
Issue number 2
Start page 148
End page 164
Total pages 17
Publisher Sage
Place of publication London, Eng.
Publication date 2016
ISSN 1745-4999
Keyword(s) Inclusive schooling
Spain
Insider perspectives
Special educational needs
Austerity
Education policy
Discourse
Subjectivity
Summary This paper presents an overview of a situational analysis of inclusive schooling in Spain from the perspective of students with special educational needs. The purpose of this work was to learn how young people collectively considered their experiences of school inclusion. The participants—aged 12–19 years who attended six different settings—highlighted the school community, resources, teacher pedagogy, support and social cohesion as germane aspects of their inclusion. Through a presentation of these characteristics, this analysis demonstrates how schools can effectively fulfil the core requirement of teaching and supporting diversity and, in so doing, how they can incite included subjectivities of differently abled students. This analysis is positioned within the climate of economic instability in Spain, which threatens to derail the headway made towards inclusive schooling via the introduction of severe austerity measures.
Language eng
DOI 10.1177/1745499916633315
Field of Research 130302 Comparative and Cross-Cultural Education
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Sage
Persistent URL http://hdl.handle.net/10536/DRO/DU:30084350

Document type: Journal Article
Collection: School of Education
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