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'We Get There Together, Not Alone': Support for Inclusion at Macro, Meso, Micro Levels

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Title: 'We Get There Together, Not Alone': Support for Inclusion at Macro, Meso, Micro Levels
Language: English
Authors: Silvia Sierra-Martínez (ORCID 0000-0002-4367-3681), Olalla García-Fuentes (ORCID 0000-0001-9084-0078), Mª. Ainoa Zabalza-Cerdeiriña (ORCID 0000-0003-3713-5163), Manuela Raposo-Rivas (ORCID 0000-0001-7781-7818)
Source: European Journal of Education. 2025 60(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Inclusion, Special Education, Foreign Countries, Politics of Education, Educational Administration, Educational Practices, Educational Policy, School Community Relationship
Geographic Terms: Spain
DOI: 10.1111/ejed.70358
ISSN: 0141-8211
1465-3435
Abstract: Thinking about education from an inclusive perspective constantly forces us to reconsider the way in which we appropriate the curriculum, plan the didactic process and put students at the centre of learning. But also to consider educational policies and administrative supports or social, inter-institutional and community supports. This study aims to analyse the various forms of support that foster the development of inclusive education, with a particular focus on learners with special educational needs. The analysis is structured across three levels: the macro level (political and administrative), the meso (socio-educational community) and the micro (classroom and teaching practice). A qualitative research was carried out with the participation of 44 informants belonging to different groups in the Autonomous Community of Galicia (managers, associations, counsellors, specialists, tutors, families, students and politicians) who were interviewed using an open protocol. A content analysis of the data was carried out by the researchers using Maxqda 22 software. The findings underscore the pivotal role of educational authorities in resource allocation, the significance of active family collaboration, and the critical importance of both teacher training and attitudes in the development of inclusive methodologies. The study concludes that the successful implementation of inclusive education requires coordinated action across all levels and sustained commitment to the transformation of policies and practices, in order to guarantee the full participation and learning of all. Inclusion, education policy, community-school relationship, interview, participation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490526
Database: ERIC
FullText Text:
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  Data: 'We Get There Together, Not Alone': Support for Inclusion at Macro, Meso, Micro Levels
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  Data: <searchLink fieldCode="AR" term="%22Silvia+Sierra-Martínez%22">Silvia Sierra-Martínez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4367-3681">0000-0002-4367-3681</externalLink>)<br /><searchLink fieldCode="AR" term="%22Olalla+García-Fuentes%22">Olalla García-Fuentes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9084-0078">0000-0001-9084-0078</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mª%2E+Ainoa+Zabalza-Cerdeiriña%22">Mª. Ainoa Zabalza-Cerdeiriña</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3713-5163">0000-0003-3713-5163</externalLink>)<br /><searchLink fieldCode="AR" term="%22Manuela+Raposo-Rivas%22">Manuela Raposo-Rivas</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7781-7818">0000-0001-7781-7818</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1111/ejed.70358
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  Data: Thinking about education from an inclusive perspective constantly forces us to reconsider the way in which we appropriate the curriculum, plan the didactic process and put students at the centre of learning. But also to consider educational policies and administrative supports or social, inter-institutional and community supports. This study aims to analyse the various forms of support that foster the development of inclusive education, with a particular focus on learners with special educational needs. The analysis is structured across three levels: the macro level (political and administrative), the meso (socio-educational community) and the micro (classroom and teaching practice). A qualitative research was carried out with the participation of 44 informants belonging to different groups in the Autonomous Community of Galicia (managers, associations, counsellors, specialists, tutors, families, students and politicians) who were interviewed using an open protocol. A content analysis of the data was carried out by the researchers using Maxqda 22 software. The findings underscore the pivotal role of educational authorities in resource allocation, the significance of active family collaboration, and the critical importance of both teacher training and attitudes in the development of inclusive methodologies. The study concludes that the successful implementation of inclusive education requires coordinated action across all levels and sustained commitment to the transformation of policies and practices, in order to guarantee the full participation and learning of all. Inclusion, education policy, community-school relationship, interview, participation.
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      – SubjectFull: Special Education
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      – SubjectFull: Foreign Countries
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