Assessment of special educational needs integration by the educational community in Spain

Abstract

The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents’ approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed.

Keywords:

• Assessment
• Integration
• Special educational needs

Notes

1. It is assumed, however, that nowadays it continues to be necessary to continue schooling in special education schools for those students whose educational needs require general support for the combination of their adaptive skills, and who require services and personal and technological resources which are hard to come by in mainstream schools.

2. The research study was financed by the Ombudsman for Minors of the Autonomous Community of Madrid during the International Year of Persons with Disabilities. Mercedes Babío, Marisa Galán and Maria Jesús Aguilera also participated within the research team.

3. In the Spanish educational system, there is a full‐time psychologist or counsellors in secondary schools and a team of counsellors and social workers who offer assistance in several infant and primary schools in the same geographical area.