Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 89-106 |
| Number of pages | 18 |
| Journal | European Journal of Special Needs Education |
| Volume | 20 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2005 |
Fingerprint
Keywords
- Cultural/linguistics differences
- Inclusion
- Moroccan immigrants
- Spain
- Special needs
ASJC Scopus subject areas
- Psychiatry and Mental health
- Rehabilitation
Cite this
Equity, excellence and diversity in a rural secondary school in Spain : 'Integration in very nice, but...'. / Harry, Elizabeth.
In: European Journal of Special Needs Education, Vol. 20, No. 1, 02.2005, p. 89-106.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Equity, excellence and diversity in a rural secondary school in Spain
T2 - 'Integration in very nice, but...'
AU - Harry, Elizabeth
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
UR - http://www.scopus.com/inward/record.url?scp=13544257468&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=13544257468&partnerID=8YFLogxK
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 -