Son les escoles espanyoles inclusives?: una revisió sistemàtica de las mesures de resposta a la diversitat

Camacho Vallejo, Sònia
Collet i Sabé, Jordi
Soldevila, Jesús
For years, international guidelines defined and promoted by organisations like UNESCO and social entities have been aligned with the promotion of inclusive education and social justice. An approach that focuses on that all children, regardless of their characteristics, have the right to access an inclusive education system. However, in Spain, there is a recurring violation of the rights of some children, which justifies the need for research focused on analysing and improving educational inclusiveness. One of the main issues is the measures in response to diversity that are initially aimed at reducing or removing barriers to inclusion but do not always succeed. Therefore, the objective of this paper is to analyse the reality of these measures and to identify the obstacles that hinder their implementation. To do so, a systematic review of the recent state of four of the main measures has been carried out related to three dimensions of analysis: the concept and approach of the measures and its relation to inclusion; its level of inclusiveness; and the strengths and weaknesses of each measure in response to diversity. The main result is that all measures can lead to inclusion or segregation depending on how there are designed, oriented, and implemented in each context. This is probably related to the fact that the Spanish education system, is subject to ambiguous regulations that do not always generate a clear and focused framework for inclusive policies, cultures, and practices. An ambiguous, ambivalent and uncertain frame that produces in some cases, more exclusion and inequality. New lines of critical and contextual research are needed based on contradictions, ambiguities and barriers found in the analysis ​
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