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Research Article

Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education

Ignacio Calderón-Almendrosa Department of Theory and History of Education, University of Málaga, Málaga, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-7012-2551View further author information
ORCID Icon,
Jesús J. Moreno-Parrab Department of Didactics and School Organisation, University of Málaga, Málaga, SpainORCID Iconhttps://orcid.org/0000-0001-6667-7565View further author information
ORCID Icon &
Eduardo S. Vila-Merinoa Department of Theory and History of Education, University of Málaga, Málaga, SpainORCID Iconhttps://orcid.org/0000-0002-8598-7654View further author information
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Received 17 Dec 2021, Accepted 27 Jul 2022, Published online: 08 Aug 2022

Citations (4)

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Read on this site (3)

Thomas Szulevicz & Jon Busck Arnfred. (2023) A structured learning envi ronment: the generic nature of recommendations in psychoeducational reports. International Journal of Inclusive Education 0:0, pages 1-18.
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Raquel Palomo, Cecilia Simón & Gerardo Echeita. (2023) The role of educational psychologists in the framework of the right to inclusive education: between reality and desire. European Journal of Special Needs Education 0:0, pages 1-17.
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Jesús Soldevila-Pérez, Joan Jordi Muntaner-Guasp & Mila Naranjo-Llanos. (2023) Collaboration between ethnographers and the educational community of a school in the development of inclusive education. Ethnography and Education 18:1, pages 94-111.
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Articles from other publishers (1)

María Pantoja González, Gerardo Echeita Sarrionandia & Cecilia Simón Rueda. 2023. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care. Interprofessional and Family-Professional Collaboration for Inclusive Early Childhood Education and Care 137 157 .

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