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This paper presents a documentary review in Spain on the uses and experiences of school change with Index for Inclusion materials (Booth and Ainscow, 2000, 2011) during the last 15 years. A brief description of the Spanish educational system is made in order to contextualise this analysis. The initiatives are grouped into three categories. Firstly, it has served as a source of partial inspiration, primarily in research contexts, to generate tools for analysis. Secondly, it has been taken up in teacher education activities. In this context, the index has been especially useful to help to construct and share a common language about inclusive education. The third category encompasses projects that have used the index in the evaluation and improvement processes to guide inclusive development in schools. Some 'lessons learned' are shared and common challenges are discussed, among them the need to give greater emphasis to the conditions which support schools on their journey to become more inclusive.

This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term 'student voice' is a term that is not used in some of the countries' policies. Instead, other terms that relate to student voice, such as 'participation', are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools.

The aim of this study was to analyse the role that Educational Psychologists (EPs) could play within the framework of the right to inclusive education and the barriers they perceive at different levels of the education system. A reflexive Thematic Analysis study was conducted in Madrid (Spain), which gathered the opinions of 177 professionals working in Counselling Teams. These are multidisciplinary teams in which EPs work alongside other professionals such as social workers and support teachers, in the stages of early childhood and primary education. The data were collected through 21 focus groups. The findings highlight two issues. On the one hand, EPs identified the existence of systemic barriers to advancing towards a more inclusive education, both within and beyond schools, that determine the activities they do in their daily lives. On the other hand, these professionals express their desire to perform other functions, beyond the assessment activities to which they dedicate most of their time, consistent with the international objective of ensuring quality, inclusive, and equitable education for all. These findings are discussed, as well as the gap between accumulated knowledge and the exclusionary practices that continue to occur in everyday reality. [ABSTRACT FROM AUTHOR]

The goal of this study was to analyse the role of the assessment of students with special educational needs from the perspective of professionals in Madrid (Spain), who work in multi-professional teams (psychologists, social workers, support teachers and others) and are responsible for its realisation, which, in principle, should be a support to move toward inclusive education. An interpretative phenomenological study was carried out, which gathered the opinions of 177 professionals of these multi-professional teams through 21 focus groups. The transcriptions were subjected to the thematic analysis method. The results show that the model and practices implemented in this region, regarding the usual assessment of these students, are generally seen as a barrier that needs to be addressed, since they facilitate the development of discriminating practices and decisions that reinforce and maintain an educational system of 'multiple ways', which is opposed to the right to inclusive education. These results are discussed, as well as the role that the assessment model should play in order to comply with this right. The study shows that the analysed evaluation is working as a barrier. [ABSTRACT FROM AUTHOR]

Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The research suggests that it is this latter emphasis that makes the difference as far as responding to learner diversity is concerned. It is this that brings a critical edge to the process that has the potential to challenge teachers to go beyond the sharing of existing practices in order to invent new possibilities for engaging students in their lessons. The paper also considers some of the difficulties involved in using this strategy.

Inclusive education is a complex and multidimensional process that, among other aspirations, tries to foster the rights of every student to obtain a high-quality education. This process focuses on the diversity of needs of all students by increasing participation in learning, cultures, and communities and reducing exclusion within and from mainstream education. The study presented here analyzed the process of inclusive education from the perspectives of representatives of national organizations for persons who are disabled in Spain. The researchers' aim was to contribute to the identification of the barriers to and the facilitators of inclusive education for students with visual impairments, complementing the valuable inputs from previous studies in this area. (Contains 2 tables.)

The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents' approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed. (Contains 15 tables)

This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term 'student voice' is a term that is not used in some of the countries' policies. Instead, other terms that relate to student voice, such as 'participation', are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools. [ABSTRACT FROM AUTHOR]

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An experience of collaborative action research to improve teaching practices from an inclusive perspective is discussed. The aim of the project is to promote teaching practices for compulsory secondary education teachers that facilitate all students’ learning and participation. We have used two strategies as catalysts of change. The first is student participation and the second is teacher collaboration in developing what is called the Lesson Study. Different phases in the action research are discussed, as are the dynamics used. The didactic experience focuses particularly on student participation. The results show the potential of the planning process to help student voices to be heard and taken into account as a way to improve teaching practice and reduce marginalization. Finally, we examine some lessons learned, including conditions and barriers that may limit these processes, as well as challenges. [ABSTRACT FROM AUTHOR]

Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The research suggests that it is this latter emphasis that makes the difference as far as responding to learner diversity is concerned. It is this that brings a critical edge to the process that has the potential to challenge teachers to go beyond the sharing of existing practices in order to invent new possibilities for engaging students in their lessons. The paper also considers some of the difficulties involved in using this strategy. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The general aim of this study was to examine the relations among epistemological, reading and writing beliefs held by psychology undergraduates and the role played by these three types of belief in influencing the degree of perspectivism manifested in a written argumentation task based on reading two texts presenting conflicting perspectives on the same topic. A total of 118 fourth-year psychology students took part. Only 76 students performed the written argumentation task. The three types of belief were assessed using different questionnaires. The results show that the different types of belief do not occur in isolation, but have an internal coherence. They also indicate that only reading beliefs, together with the degree of perspectivism shown in a prior argumentation task, help to predict the degree of perspectivism in the written task following the reading of the texts. [ABSTRACT FROM AUTHOR]

The article discusses a study of the inclusive educational process of visually impaired students from the perspectives of 56 representatives of the National Organization of Blind People in Spain (ONCE). The Opinion Survey on Inclusive Education for Organizations of Disabled People was used in the study. More than half of the respondents claim the physical, technological and teaching resources to improve the performance of students are insufficient. One of the policy changes suggested by the participants is encouraging improvement and educational innovation processes in schools. Also cited are the limitations of the study including failure to consider the heterogeneity of students.

The study collected and contrasted the opinions of different sectors of the educational community about the functioning and integration of students with special educational needs. In order to do this, a broad questionnaire was sent to teachers of diverse educational stages, to counsellors, parents and to students, both with and without special educational needs. The objective was to examine the respondents’ approach to mainstream integration and their opinions about how their school operated. At the same time, the study examined their opinion concerning the work of the teachers, the learning and social development of the students, the relationships with families and the input of the education authorities. Barriers which create difficulties for educational integration were assessed. [ABSTRACT FROM AUTHOR]

As one of the protagonists in education, the perspective of the students is fundamental in the determination of inclusive education in an educational center. The Index for Inclusion is an instrument and strategy for self-evaluation. One of their questionnaires, the questionnaire for compulsory secondary education students, is intended for students and has become one of the most used instruments to help teaching teams to self-assess their political and practical cultures from the perspective of the values and principles of educational inclusion worldwide. Some of the questionnaires included in the Index have been used in many studies, mainly in a qualitative way. For this reason, the present study intends to show evidence of validity of the Index for Inclusion questionnaire of students in a quantitative way through an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA). In this study, 727 secondary school students (359 boys and 368 girls) aged between 13 and 19 years (M = 13.89; SD = 1.35) took part. They belonged to six educational centers in the province of Almeria. To analyze the temporal stability of the Index for Inclusion student questionnaire, a second independent sample of 81 secondary school students was used, aged between 15 and 18 years (M= 16.14; SD = 0.78). The results revealed adequate adjustment rates, showing the invariant structure with respect to gender. The Student Inclusion Index was shown to be a robust and adequate psychometric instrument to assess the degree of development of inclusive education in schools from the perspective of secondary school students, and therefore, its future application to students in schools is recommended. [ABSTRACT FROM AUTHOR]

This article presents the findings of an empirical study that aimed to gain an in-depth understanding of how inclusive support systems are configured. A qualitative case study approach was used to explore the trajectories, shared beliefs and daily practices that shape the dynamics of three educational centres recognized by external assessors for their inclusive policies and attention to diversity. The analysis carried out enabled the identification of patterns of worldviews and practices that underpin the development of sustainable inclusive school proposals, as well as an understanding of the complex interrelationship between context, resources, opportunities, threats and teaching approaches that define particular dynamics. The findings obtained help to illustrate and provide inspiration for other schools committed to defending the basic rights of all children and young people, as well as designers of educational policies and programmes. [ABSTRACT FROM AUTHOR]