التفاصيل البيبلوغرافية
| العنوان: |
Análisis comparativo de la atención al alumnado con necesidades educativas especiales en Canarias, Cataluña, Madrid y País Vasco. (Spanish) |
| Alternate Title: |
Comparative Analysis of Special Educational Needs Provision in Canary Islands, Catalonia, Madrid, and Basque Country. (English) |
| المؤلفون: |
Nistal Anta, Verónica, López Melián, Samuel Aarón, Brígido Mero, María, Matarranz, María |
| المصدر: |
Spanish Journal of Comparative Education / Revista Española de Educación Comparada; ene-jun2025, Issue 46, p431-449, 19p |
| مصطلحات موضوعية: |
COMPARATIVE education, SPECIAL education schools, SCHOOL enrollment, HUMAN resources departments, INCLUSIVE education |
| Abstract (English): |
The fourth goal of the United Nations' (UN) 2030 Agenda for Sustainable Development aims to achieve inclusive, equitable, and quality education. To meet this objective, it is crucial to ensure that all individuals receive adequate attention to their needs. This requires an equitable distribution of resources and a significant investment in the quality training of teaching staff. This paper addresses this issue from the perspective of comparative education, focusing the analysis on the Autonomous Communities of the Canary Islands, Catalonia, the Community of Madrid, and the Basque Country, selected for their different educational models, regulations, and cultural and geographical diversity. This approach allows for an examination of various approaches and their effects on the care of students with special educational needs. The study focuses on analyzing the available means and resources in the selected communities to attend to these students. The research has been developed following the phases of the comparative method in education. The results show that all communities prioritize enrollment in mainstream schools over special education centers, with the Basque Country standing out as the community with the highest percentage of students with special educational needs enrolled in mainstream schools. Additionally, human resources play a key role in the support of these students within mainstream schools. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El cuarto objetivo de la Agenda de Desarrollo Sostenible 2030 de las Naciones Unidas (ONU) propone lograr una educación inclusiva, equitativa y de calidad. Para cumplir con este objetivo, es importante asegurar que todas las personas reciban una atención adecuada a sus necesidades. Esto requiere una distribución equitativa de recursos y una inversión significativa en la formación de calidad del personal docente. El presente trabajo aborda esta cuestión desde el enfoque de la educación comparada, centrando el análisis en las Comunidades Autónomas de Canarias, Cataluña, Comunidad de Madrid y País Vasco, seleccionadas por sus distintos modelos educativos, normativas y diversidad cultural y geográfica. Este enfoque permite examinar diferentes aproximaciones y sus efectos en la atención al alumnado con necesidades educativas especiales. El estudio se enfoca en el análisis de los medios y recursos disponibles en las comunidades seleccionadas para atender a este alumnado. La investigación se ha desarrollado siguiendo las fases del método comparado en educación. Los resultados evidencian que todas las comunidades priorizan la escolarización en centros ordinarios frente a los centros de educación especial, destacando el País Vasco como Comunidad con mayor porcentaje de alumnado con necesidades educativas especiales escolarizado en centro ordinario. Asimismo, los recursos humanos juegan un papel clave en la atención de este alumnado dentro de los centros ordinarios. [ABSTRACT FROM AUTHOR] |
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| قاعدة البيانات: |
Complementary Index |