Integration or inclusion: the educational dilemma in attending to diversity

Authors

  • José Domínguez Alonso Universidade de Vigo
  • Antonio López Castedo Universidade de Vigo
  • Margarita Rosa Pino Juste Universidade de Vigo
  • Elia Vázquez Varela Universidade de Vigo

DOI:

https://doi.org/10.21814/rpe.7749

Keywords:

Inclusive education, Integration, Attention to diversity

Abstract

The Spanish educational system defends an inclusive approach in attending to the diversity of students in compulsory educational institutions. A qualitativequantitative research was carried out to check the gradual substitution of the integrative practices by the inclusive ones in educational centres. Two methodological phases were completed: in a first step qualitative data were collected and analysed (focus group), and in a second step a quantitative analysis was made (questionnaire feedback). The first analysis (qualitative) shows a predominance of aspects that hinder the attention to diversity (64%), compared to those which promote it (36%). The data obtained from the quantitative analysis reflects more integrative tendencies (74%), than inclusiveones (26%). Also, the inferential analysis indicates that the more educational experience, the less importance is given to the attention to diversity, and viceversa.

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Published

2015-12-04

How to Cite

Alonso, J. D., Castedo, A. L., Juste, M. R. P., & Varela, E. V. (2015). Integration or inclusion: the educational dilemma in attending to diversity. Portuguese Journal of Education, 28(2), 31–50. https://doi.org/10.21814/rpe.7749

Issue

Vol. 28 No. 2 (2015)

Section

Artigos

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