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From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers

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dc.contributor.authorCaballero García,Carmen María
dc.contributor.orcidhttps://orcid.org/0000-0003-3966-1546
dc.date.accessioned2024-11-25T09:11:35Z
dc.date.available2024-11-25T09:11:35Z
dc.date.issued2024
dc.descriptionThe registered version of this article, first published in “Education Sciences, 14", is available online at the publisher's website: MDPI, https://doi.org/10.3390/educsci14050452 La versión registrada de este artículo, publicado por primera vez en “Education Sciences, 14", está disponible en línea en el sitio web del editor: MDPI, https://doi.org/10.3390/educsci14050452
dc.description.abstractThe modalities of schooling and the educational measures for students with special educational needs (SENs) are postulated as important aspects within the field of study of inclusive education. The general objective of this research is to analyse the processes, through the voice of their peers, for the inclusion of students with SENs enrolled in specialised classrooms (SCs) in mainstream centres in Spain when they attend mainstream classrooms (MCs). The design of the research is mixed (QUAN-Qual), non-experimental, and descriptive. The participants in the quantitative phase were 2649 peers from MCs that have students enrolled in the SCs, and the participants in the qualitative phase were 57 students from MCs. A questionnaire designed ad hoc was used for collecting the quantitative information and discussion groups for the qualitative information. This study shows the barriers and facilitators towards the inclusion of students in the SU within mainstream centres or classrooms. Among the facilitators which stand out is the wish of classmates from mainstream classrooms to share times, spaces, and activities with their classmates with SENs from the SU. Among the barriers highlighted by a large number of students in the MCs are the fact that they do not participate in group activities with their peers with SENs and that the latter do not usually participate in common activities developed at the centre (like celebrations or excursions).en
dc.description.versionversión publicada
dc.identifier.citationCaballero, C. M. (2024). From Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peers. Education Sciences, 14(5), 452. https://doi.org/10.3390/educsci14050452
dc.identifier.doihttps://doi.org/10.3390/educsci14050452
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24497
dc.journal.issue5
dc.journal.titleEducation Sciences
dc.journal.volume14
dc.language.isoen
dc.page.initial452
dc.publisherMDPI
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsschoolingen
dc.subject.keywordsspecialised classroomsen
dc.subject.keywordsmainstream centresen
dc.subject.keywordsspecial educational needsen
dc.subject.keywordsstudent voiceen
dc.titleFrom Specialised Classrooms to Mainstream Classrooms: A Study on the Inclusion of Students with Special Educational Needs from the Voices of Their Mainstream Peersen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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