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Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

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Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain

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dc.contributor.author López Torrijo, Manuel
dc.contributor.author Mengual Andrés, Santiago
dc.date.accessioned 2015-06-16T12:42:38Z
dc.date.available 2015-06-16T12:42:38Z
dc.date.issued 2014
dc.identifier.citation López Torrijo, Manuel Mengual Andrés, Santiago 2014 Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain International Education Studies 7 2 91 105
dc.identifier.uri http://hdl.handle.net/10550/44407
dc.description.abstract This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality.
dc.language.iso eng
dc.relation.ispartof International Education Studies, 2014, vol. 7, num. 2, p. 91-105
dc.title Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain
dc.type journal article es_ES
dc.date.updated 2015-06-16T12:42:38Z
dc.identifier.doi 10.5539/ies.v7n2p91
dc.identifier.idgrec 095278
dc.rights.accessRights open access es_ES

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