Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework

Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework

The objective of this study is to gain insight into the legal measures taken to cater for disabled students in compulsory education in the autonomous communities of Spain during the last trimester of the 2019-2020 school year. A comparative methodology was employed, with an analysis based on six dim...

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Hlavní autoři: Figueredo Canosa, Victoria, Lozano Díaz, Antonia
Médium: Online
Jazyk:spa
Vydáno: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022
On-line přístup:https://redie.uabc.mx/redie/article/view/4520
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spelling redie-article-45202024-05-03T19:26:11Z Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework Educación Inclusiva y COVID-19: análisis del marco legislativo español Figueredo Canosa, Victoria Lozano Díaz, Antonia educación inclusiva educación a distancia COVID-19 legislación educacional inclusive education distance education COVID-19 educational legislation The objective of this study is to gain insight into the legal measures taken to cater for disabled students in compulsory education in the autonomous communities of Spain during the last trimester of the 2019-2020 school year. A comparative methodology was employed, with an analysis based on six dimensions determined a priori: adaptations for curriculum access, adaptation of curricula, Universal Design for Learning, project-based learning, teacher support, and family support. The results indicate disparity between the autonomous communities of Spain, and that not all UNESCO strategies to address barriers and offer inclusive responses during the school closures caused by the COVID-19 crisis were taken into account. El objetivo de este estudio es conocer las medidas que se adoptan desde el marco legislativo para dar respuesta al alumnado con discapacidad de educación obligatoria en las comunidades autónomas españolas durante el último trimestre del curso 2019-2020. Para ello se empleó un diseño metodológico comparativo con base en seis dimensiones de análisis apriorísticas: Adaptaciones de acceso al currículo, Adaptación de los planes de estudio, Diseño Universal para el Aprendizaje, Aprendizaje basado en proyectos, Apoyo docente y Apoyo familiar. Los resultados indican que existe disparidad entre las comunidades autónomas españolas y que no se tienen en cuenta todas las estrategias propuestas por la Unesco para abordar las barreras y ofrecer respuestas inclusivas durante el cierre de las escuelas ocasionado por la crisis de COVID-19. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2022-08-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4520 10.24320/redie.2022.24.e13.4520 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-17 Revista Electrónica de Investigación Educativa; Vol. 24 (2022); 1-17 1607-4041 spa https://redie.uabc.mx/redie/article/view/4520/2223 https://redie.uabc.mx/redie/article/view/4520/2224 https://redie.uabc.mx/redie/article/view/4520/2281 https://redie.uabc.mx/redie/article/view/4520/2265 Derechos de autor 2022 Victoria Figueredo Canosa, Antonia Lozano Díaz https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Figueredo Canosa, Victoria
Lozano Díaz, Antonia
spellingShingle Figueredo Canosa, Victoria
Lozano Díaz, Antonia
Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
author_facet Figueredo Canosa, Victoria
Lozano Díaz, Antonia
author_sort Figueredo Canosa, Victoria
title Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
title_short Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
title_full Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
title_fullStr Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
title_full_unstemmed Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework
title_sort inclusive education and covid-19: an analysis of the spanish legislative framework
description The objective of this study is to gain insight into the legal measures taken to cater for disabled students in compulsory education in the autonomous communities of Spain during the last trimester of the 2019-2020 school year. A comparative methodology was employed, with an analysis based on six dimensions determined a priori: adaptations for curriculum access, adaptation of curricula, Universal Design for Learning, project-based learning, teacher support, and family support. The results indicate disparity between the autonomous communities of Spain, and that not all UNESCO strategies to address barriers and offer inclusive responses during the school closures caused by the COVID-19 crisis were taken into account.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2022
url https://redie.uabc.mx/redie/article/view/4520
_version_ 1798984269062733824

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