The optimization of system structures and resources as an axis for the improvement of the inclusive school model
Abstract
One of the clearest signs of the evolution of the educational system of a country is the one referring to the approach of the pupils’ individual needs and its adequate use.
The transfer from an ‘integrated school system’ (nowadays mostly used) to an ‘inclusive school system’ is complex and hardly assumable if the complicity of all the agents implicated in the differents levels of decision is not considered in the process of aplications (social level, educational institution level, educational zone level, school level and class level).
The conclusions extracted from the present research bring to light that the current conditions of the education system in Catalonia are favorable to obtain the transfer to an ‘inclusive school system’,therefore it is ascertained that it is possible to start a process of reflection with the different agents of the educational community to its cause.
References
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BOOTH, T. AINSCOW, M. (2002). Guía para la evaluación y mejora de la Educación Inclusiva (Index of Inclusión)”. Consorcio Universitario para la Educación Inclusiva. Universidad Autónoma de Madrid.
ECHEITA, G i SANDOVAL, M. (2007).”Educación inclusiva o educación sin exclusiones”. Madrid: Narcea
FARO, B. i VILAGELIU, M. (2000). “Cap a una escola efectiva per a tots els alumnes”. CEIP Dr. Fortià Solà (Torelló, Barcelona) 5es. Jornades Tècniques d’educació especial. Barcelona: APPS
REICE Revista Electrónica Iberoamericana sobre calidad y cambio en educación. Vol 6 nº 2 . 2008 Odet Moliner Procesos y circunstancias que permiten avanzar hacia la inclusión.
STAINBACK, S. i W. (2001) “Aulas Inclusivas, un nuevo modo de enfocar y vivir el currículo”. Madrid Ed. Narcea
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