El estatus y roles de la familia en la escuela inclusiva en Italiael caso de un instituto profesional

  1. Luisa Dora Pascale 2
  2. José Juan Carrión Martínez 1
  3. María del Mar Fernández Martínez 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Istituto d’Istruzione Superiori Bonghi-Rosmini–Lucera, Italia
Journal:
Revista de Educación Inclusiva

ISSN: 1889-4208

Year of publication: 2017

Volume: 10

Issue: 2

Pages: 181-194

Type: Article

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More publications in: Revista de Educación Inclusiva

Abstract

This article deals with the situation of the family of students with special needs, especially when they have their origin in disability, before an inclusive school, in this case in the Italian context, which is committed to a project of everyone's school and for everyone. It is the result of qualitative research, focused on the perceptions and manifestations of the protagonists of the inclusive process in the context of a school institution in southern Italy. The objective has been to analyze the situation of the family of students with disabilities in the complex institutional framework generated by the inclusive school. The results reveal varied perceptions, both in the direction of the advance in the feeling of participation and acceptance of children with specific needs for educational support in the school that the families feel, as well as the contrasts of the evidence found of their low effective involvement in the proactive processes of education in the school environment.

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