Special educational needs: a conceptual burden for inclusive education in Spain

Alba García-Barrera About the author

Abstract

In Spain, teachers currently receive little training on attention to diversity, and qualification of Education lacks the specialty which before was preparing school counselors, whose work is essential to the process of educational inclusion. Furthermore, the concept of special educational needs (SEN) seems to be assuming a burden for both the students themselves who it refers to, and the advances made to try to attend to diversity. In order to know the opinion of the educational sector regarding these two issues, a survey was conducted to 160 professionals. The results showed that the participants consider the role of the school guidance a key in this process, and that they present a reductionist view of diversity. Therefore, the training for both teachers and counselors should be strengthened in order to face this problem and the concept of SEN should be modified to avoid reductionism on diversity.

Inclusive education; Special educational needs; Special education; School guidance

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