Evaluation of the measures of attention to the diversity in the Primary Education in Galicia: school impact
DOI:
https://doi.org/10.5944/reop.vol.20.num.2.2009.11445Keywords:
diversity, inclusion, education for all, school counselling, guidance.Abstract
ABSTRACT
The aim this study is to analyze the use of different approaches to address students diversity in the Autonomous Region of Galicia, through a scale designed for that effect. The main purpose of this scale is to evaluate current approaches in the educational system, especially those in the of the primary education level.
Results indicate that, ordinary approaches are present more often that extraordinary approaches. Furthermore, there is a predominance of the educational reinforcement (RE). It is also outlined that there were not statistically significant differences between different approaches regarding the independent variables (sex, age, experience, qualifications and access routes), obtaining a high internal consistency in the elaborated scale (EMAD). This article justifies the need of a constant review of the existing needs in educational canters to be able to establish educational and formative coherent answers for the diversity of students. Consequently, the final model of integration-inclusion school must be the response to the diversity from ordinary education, giving a common offer to all students and at the same time differentiated answers for each one of them, adjusted to their individual characteristics.
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