Integration in Spain: national and regional perspectives.
At the present moment Spanish psychopedagogical researchers are evaluating the effectiveness and consequences of integration on both a national and a regional level. As a result of two important pieces of legislation, physically and mentally handicapped people are gradually becoming more integrated in education, social life, and the work place. Consequently, both ordinary pupils and those with permanent or temporary special education needs can achieve the same objectives within the same system. Individual strategies are designed to cope with each pupil's specific needs, and each case is followed closely by a multidisciplinary team. The basic concept behind integration in Spain is a global relationship with the educational environment, which includes school, home, vocational training and ultimately work. It is not so much a case of identifying what a pupil is, but rather deciding what education can do for that particular pupil. There are, however, certain difficulties which require adaptation of the curriculum: access to educational opportunities and experiences may be affected by deficient visual, auditory or motor skills; there may be an absence of specific learning skills in certain areas of the curriculum; pupils with serious mental handicaps may lack basic cognitive skills. Spanish educational reform considers the classroom teacher as the central axis in the quality of education. For this reason, new programmes and diplomas in infant and primary teacher education include training for adaptation and integration.
Alberte Castiñeiras
J R
JR
Departamento de Didáctica e Organización Escolar, Facultade de Ciencias da Educación, Universidade de Santiago de Compostela, Spain.
D002648:Child; D006233:Persons with Disabilities / Q000331:legislation & jurisprudence / Q000534:rehabilitation*; D006801:Humans; D008282:Mainstreaming, Education / Q000458:organization & administration*; D011640:Public Policy; D013030:Spain