The well-being of students and families in inclusive education
DOI:
https://doi.org/10.32093/ambits.vi5850479Keywords:
Inclusive education, students with support needs, students emotional well-being, families emotional well-being, quality of lifeAbstract
Inclusive education has been at the center of the educational policy agenda of the vast majority of countries for years, especially since the Convention on the Rights of Persons with Disabilities (UN, 2006), and has to do with the processes of change and transformation of schools aimed at removing the barriers that some students find to achieve full personal, emotional, social and academic development.
Given that the ultimate aim of inclusive education is to promote the emotional well-being and quality of life of students and families, it is noteworthy that among the copious literature (studies, research, essays, etc.) that has been published in recent decades regarding inclusive education, there are few references that directly address the impact that inclusive education have on the emotional well-being of students, and rare those that focus on families.
Consequently, this article aims, firstly, to explore the aspects that can contribute to the well-being and quality of life of students with support needs in ordinary schools; secondly, analyze the elements that have an impact on the well-being and quality of life of the family; and, finally, those issues that teachers should take into account when accompanying families with children with developmental delays in inclusive education are described.
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