ABSTRACT
This article is the result of research carried out by a group of activists who advocate for the rights of children with disabilities. They are exploring new approaches to both school counselling and the fight against segregation in order to improve the situation of children in the Spanish education system. It focuses on how the psychoeducational report is a key tool for legitimising school segregation, and how deconstructing it is essential for building inclusive schools. The data analysed were collected from 100 people from all over Spain who took part in a Participatory Action Research project focused on emerging narratives on inclusive schooling. The aim of the project was to gather accounts of the experiences of pupils, families, and activist professionals who are engaged in a determined struggle to make schools inclusive. Participants were able to share their experiences, conduct their analysis through assemblies and cooperative groups, and use networking to transform existing policies, cultures, and practices. The information obtained indicates that the labels used by current psychoeducational reports are based on a clinical model and are focused on children’s deficiencies. They provide limited knowledge about the individuals involved and exercise strong social and symbolic control over them and others.
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Notes on contributors
Ignacio Calderón-Almendros
Ignacio Calderón-Almendros is an associate professor at the Department of Theory and History of Education and Research & Diagnosis Methods in Education at the University of Malaga, Spain. He researches collaboratively with activists, teachers and other researchers in promoting inclusive education. He has authored numerous articles and books, the last one in English is entitled ‘Disability, education and inclusion: A family struggle against an excluding school’ (Calderón-Almendros and Habegger Citation2017).
Jesús J. Moreno-Parra
Jesús Moreno-Parra is a Postgraduate Teaching Assistant in the Department of Didactics and School Organisation, University of Málaga, Spain. His main research focus are inclusive education and school counselling. He is a member of ProCIE Research Group and participates in different research projects on Inclusive Education emerging narratives and Innovative Community Practices in Education.
Eduardo S. Vila-Merino
Eduardo Vila-Merino is an associate professor at the Department of Theory and History of Education and Research & Diagnosis Methods in Education at the University of Malaga, Spain. His main research focus are related to Theory of education and social pedagogy, specially the processes linked to human rights and intercultural education, peace culture, inclusion and gender equity.