Inclusive education in schools in rural areas ARTICLE
J Callado Moreno, M Molina Jan, Eufrasio Prez Navo, Javier Rodrguez Moreno, Department Pedagogy, University of Jan, Spain
NAERJ Volume 4, Number 2, ISSN 2254-7339 Publisher: University of Alicante
Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jan, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.
Callado Moreno, J., Molina Jan, M., Prez Navo, E. & Rodrguez Moreno, J. (2015). Inclusive education in schools in rural areas. Journal of New Approaches in Educational Research (NAER Journal), 4(2), 107-114. University of Alicante. Retrieved September 23, 2017 from https://www.learntechlib.org/p/151674/.
© 2015 UA