Publication: Luces y sombras de las medidas de atención a la diversidad en el camino de la inclusión educativa
Authors
Martínez Domínguez, Begoña
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Dadas las profundas transformaciones derivadas de la
globalización y la sociedad del conocimiento, uno de los
mayores retos para el sistema educativo es entender y
promover políticas y prácticas de inclusión que permitan
alcanzar los aprendizajes básicos de la educación obligatoria
a todo el alumnado. Este artículo analiza el fracaso escolar
como una forma de exclusión del derecho a la educación,
demuestra que las medidas extremas de atención a la
diversidad que se han ido desarrollando en la ESO
promueven vías paralelas y devaluadas de escolarización
y aporta algunos datos, reflexiones y aspectos de mejora
claves para una escuela verdaderamente inclusiva.
Given the deep changes fostered by the globalization process and the society of knowledge, one of the main challenges for the educational system is to understand and support inclusive policies and actions ensuring that all students reach the basic learning outcomes of compulsory education. This article analyses school failure as a way of exclusion from the right to get an education, and it highlights that the extreme attention to diversity measures which have been developed in the Spanish Compulsory Secondary School System (E.S.O.) promote parallel, but devalued schooling. It also offers some data, reflections, and suggestions for improvement which are key to achieve a truly inclusive school system.
Given the deep changes fostered by the globalization process and the society of knowledge, one of the main challenges for the educational system is to understand and support inclusive policies and actions ensuring that all students reach the basic learning outcomes of compulsory education. This article analyses school failure as a way of exclusion from the right to get an education, and it highlights that the extreme attention to diversity measures which have been developed in the Spanish Compulsory Secondary School System (E.S.O.) promote parallel, but devalued schooling. It also offers some data, reflections, and suggestions for improvement which are key to achieve a truly inclusive school system.
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Citation
Revista interuniversitaria de formación del profesorado, V. 25(1), N. 70, 2011
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