'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 |
| 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 |
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