TY - JOUR
T1 - Equity, excellence and diversity in a rural secondary school in Spain
T2 - 'Integration in very nice, but...'
AU - Harry, Beth
N1 - Funding Information:
The author thanks the Fulbright Foundation and the University of Miami for making this research possible. She thanks also Dr Carmen Garcia Pastor, Professor of Special Education at the University of Sevilla, for her facilitation and support of the project; the Counsellor, Principal and teachers of Strawberry Fields High School (pseudonym); Dr Asmaa Bouhrass, for her facilitation of the focus group discussion with Moroccan students; and Dr Pilar Arnaiz, of the University of Murcia and Dr Alfredo Artiles, of the Arizona State university for her insights regarding the findings of the study.
PY - 2005/2
Y1 - 2005/2
N2 - This paper addresses the intersection between the inclusion of students with special needs and those with cultural/linguistic differences. Using data from a qualitative study in a rural secondary school in Spain, the author found that school personnel effectively distinguished between cultural needs and cognitive deficits. However, a one-way model of assimilation, a knowledge transmission model of pedagogy and the retention of the traditional canon as the goal of secondary learning defeated the school's efforts to implement inclusion for both groups of students in particular, Moroccan immigrants. This mismatch resulted in professional role conflicts and frustration. Spain's changing education legislation provides the context for the study.
AB - This paper addresses the intersection between the inclusion of students with special needs and those with cultural/linguistic differences. Using data from a qualitative study in a rural secondary school in Spain, the author found that school personnel effectively distinguished between cultural needs and cognitive deficits. However, a one-way model of assimilation, a knowledge transmission model of pedagogy and the retention of the traditional canon as the goal of secondary learning defeated the school's efforts to implement inclusion for both groups of students in particular, Moroccan immigrants. This mismatch resulted in professional role conflicts and frustration. Spain's changing education legislation provides the context for the study.
KW - Cultural/linguistics differences
KW - Inclusion
KW - Moroccan immigrants
KW - Spain
KW - Special needs
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U2 - 10.1080/0885625042000319106
DO - 10.1080/0885625042000319106
M3 - Article
AN - SCOPUS:13544257468
VL - 20
SP - 89
EP - 106
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
IS - 1
ER -