Construction of a Participatory Model of School Accompaniment to Improve School Inclusion
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Otros documentos de la autoría: Moliner Garcia, Odet; Lozano Estivalis, María; Sanahuja Ribés, Aida
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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INVESTIGACIONMetadatos
Título
Construction of a Participatory Model of School Accompaniment to Improve School InclusionFecha de publicación
2022-10-14Editor
MDPICita bibliográfica
Moliner, O.; Lozano, M.; Sanahuja, A. Construction of a Participatory Model of School Accompaniment to Improve School Inclusion. Educ. Sci. 2022, 12, 708. https://doi.org/10.3390/ educsci12100708Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
This article presents research that examines how the processes of school change and improvement are promoted in those Spanish schools that are developing educational projects based on an inclusive, participatory and ... [+]
This article presents research that examines how the processes of school change and improvement are promoted in those Spanish schools that are developing educational projects based on an inclusive, participatory and democratic model. The aim is to investigate the key elements involved in the processes of accompaniment of those schools that initiate processes of improvement and change from an inclusive approach, as well as the relationships established among them. Methodologically, this is a phenomenological study developed in two consecutive phases: in the first phase, the key elements are identified from the perspective of 24 inclusive education researchers participating in four focus groups and in the second phase, the study delves into their characteristic features and the relationship between them from the perspective of 19 professionals and researchers through 9 heterogeneous thematic focus groups. The analysis provides an integrated view of the actors involved: teachers, school management team, education authorities and researchers. The results show and define 8 key factors and present a model, collaboratively constructed, that links these key elements to develop more inclusive schools and helps to problematise them in order to build knowledge about what inclusive education means in a situated way. [-]
Publicado en
Educ. Sci. 2022, 12, 708Entidad financiadora
Generalitat Valenciana
Código del proyecto o subvención
AICO/2018/066 | AICO 2021/222
Derechos de acceso
© 2022 by the authors.
Licensee MDPI, Basel, Switzerland
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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