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"Cada uno sigue su camino": percepción del alumnado de centros de educación especial sobre las relaciones interpersonales con sus iguales.

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Title: "Cada uno sigue su camino": percepción del alumnado de centros de educación especial sobre las relaciones interpersonales con sus iguales.
Alternate Title: "Everyone goes their own way": perceptions of students of special education centers about interpersonal relationships with their peers.
Authors: Alcaraz, Salvador1 sag@um.es, Arnaiz-Sánchez, Pilar2 parnaiz@um.es, Martín-Seva, Elisabet3 elisabet.martins@um.es
Source: Alteridad: Revista de Educación. ene-jun2026, Vol. 21 Issue 1, p10-23. 14p.
Subject Terms: *Interpersonal relations, *Peer relations, *Psychology of students, *Qualitative research, *Special education, *Inclusive education, Social belonging
Geographic Terms: Spain, Murcia (Spain)
Abstract (English): Ensuring inclusive, quality education poses a challenge for the education system. In recent years, educational progress has been made to ensure that the right to education of certain groups, such as students with special educational needs, is not violated. However, schooling models that segregate on the basis of abilities persist. To understand this reality, it is essential to listen to the voices of the true protagonists. The objective of this study was to analyze the perceptions of students in special education centers in the Region of Murcia (Spain) regarding the quality of their interpersonal relationships with their peers, both in special education centers and in mainstream schools. To this end, a qualitative phenomenological design was used through semi-structured interviews with 36 students enrolled in special education centers. The results revealed different perceptions, demonstrating the impact of the quality of the relationships they establish on their sense of belonging to the group. Based on the findings of this study, it has been possible to identify some of the aspects that hinder the creation of strong interpersonal bonds and reflect on the socio-educational implications necessary to foster quality relationships and, consequently, improve the educational and social inclusion of all students. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Garantizar una educación inclusiva y de calidad supone un reto para el sistema educativo. En los últimos años, se han realizado progresos educativos para no vulnerar el derecho a la educación de determinados colectivos, como es el alumnado con necesidades educativas especiales. Sin embargo, persisten modelos de escolarización que segregan por motivos de capacidad. Para poder conocer esta realidad es fundamental escuchar la voz de los verdaderos protagonistas. El objetivo de este estudio ha sido analizar la percepción del alumnado de los centros de educación especial de la Región de Murcia (España) sobre la calidad de sus relaciones interpersonales con sus iguales, tanto de centros de educación especial como de centros ordinarios. Para ello, se empleó un diseño cualitativo de tipo fenomenológico a través de entrevistas semiestructuradas a 36 alumnos escolarizados en centros de educación especial. Los resultados han mostrado diferentes percepciones, pudiéndose comprobar la repercusión que tiene la calidad de las relaciones que establecen respecto a su sentimiento de pertenencia al grupo. A partir de los hallazgos de este estudio, se han podido señalar algunos de los aspectos que dificultan la creación de vínculos interpersonales sólidos y reflexionar sobre las implicaciones socioeducativas necesarias para favorecer relaciones de calidad y, en consecuencia, mejorar la inclusión educativa y social de todo el alumnado. [ABSTRACT FROM AUTHOR]
Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database: Education Research Complete
FullText Text:
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PubType: Academic Journal
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  Data: "Cada uno sigue su camino": percepción del alumnado de centros de educación especial sobre las relaciones interpersonales con sus iguales.
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  Data: "Everyone goes their own way": perceptions of students of special education centers about interpersonal relationships with their peers.
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  Data: <searchLink fieldCode="AR" term="%22Alcaraz%2C+Salvador%22">Alcaraz, Salvador</searchLink><relatesTo>1</relatesTo><i> sag@um.es</i><br /><searchLink fieldCode="AR" term="%22Arnaiz-Sánchez%2C+Pilar%22">Arnaiz-Sánchez, Pilar</searchLink><relatesTo>2</relatesTo><i> parnaiz@um.es</i><br /><searchLink fieldCode="AR" term="%22Martín-Seva%2C+Elisabet%22">Martín-Seva, Elisabet</searchLink><relatesTo>3</relatesTo><i> elisabet.martins@um.es</i>
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  Data: <searchLink fieldCode="JN" term="%22Alteridad%3A+Revista+de+Educación%22">Alteridad: Revista de Educación</searchLink>. ene-jun2026, Vol. 21 Issue 1, p10-23. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+relations%22">Peer relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+belonging%22">Social belonging</searchLink>
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– Name: Abstract
  Label: Abstract (English)
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  Data: Ensuring inclusive, quality education poses a challenge for the education system. In recent years, educational progress has been made to ensure that the right to education of certain groups, such as students with special educational needs, is not violated. However, schooling models that segregate on the basis of abilities persist. To understand this reality, it is essential to listen to the voices of the true protagonists. The objective of this study was to analyze the perceptions of students in special education centers in the Region of Murcia (Spain) regarding the quality of their interpersonal relationships with their peers, both in special education centers and in mainstream schools. To this end, a qualitative phenomenological design was used through semi-structured interviews with 36 students enrolled in special education centers. The results revealed different perceptions, demonstrating the impact of the quality of the relationships they establish on their sense of belonging to the group. Based on the findings of this study, it has been possible to identify some of the aspects that hinder the creation of strong interpersonal bonds and reflect on the socio-educational implications necessary to foster quality relationships and, consequently, improve the educational and social inclusion of all students. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Garantizar una educación inclusiva y de calidad supone un reto para el sistema educativo. En los últimos años, se han realizado progresos educativos para no vulnerar el derecho a la educación de determinados colectivos, como es el alumnado con necesidades educativas especiales. Sin embargo, persisten modelos de escolarización que segregan por motivos de capacidad. Para poder conocer esta realidad es fundamental escuchar la voz de los verdaderos protagonistas. El objetivo de este estudio ha sido analizar la percepción del alumnado de los centros de educación especial de la Región de Murcia (España) sobre la calidad de sus relaciones interpersonales con sus iguales, tanto de centros de educación especial como de centros ordinarios. Para ello, se empleó un diseño cualitativo de tipo fenomenológico a través de entrevistas semiestructuradas a 36 alumnos escolarizados en centros de educación especial. Los resultados han mostrado diferentes percepciones, pudiéndose comprobar la repercusión que tiene la calidad de las relaciones que establecen respecto a su sentimiento de pertenencia al grupo. A partir de los hallazgos de este estudio, se han podido señalar algunos de los aspectos que dificultan la creación de vínculos interpersonales sólidos y reflexionar sobre las implicaciones socioeducativas necesarias para favorecer relaciones de calidad y, en consecuencia, mejorar la inclusión educativa y social de todo el alumnado. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191418932
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        Value: 10.17163/alt.v21n1.2026.01
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        Text: Spanish
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      – SubjectFull: Peer relations
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      – SubjectFull: Psychology of students
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      – SubjectFull: Qualitative research
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      – SubjectFull: Special education
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      – SubjectFull: Inclusive education
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      – SubjectFull: Social belonging
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      – SubjectFull: Spain
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      – SubjectFull: Murcia (Spain)
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      – TitleFull: "Cada uno sigue su camino": percepción del alumnado de centros de educación especial sobre las relaciones interpersonales con sus iguales.
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              Text: ene-jun2026
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