Psychoeducational assessment of students with intellectual disabilityProfessional-action framework analysis

  1. Antonio Manuel Amor González 1
  2. Miguel Ángel Verdugo Alonso 1
  3. María Isabel Calvo Álvarez 1
  4. Patricia Navas Macho 1
  5. Virginia Aguayo Romero 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Psicothema

ISSN: 0214-9915

Year of publication: 2018

Volume: 30

Issue: 1

Pages: 39-45

Type: Article

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Abstract

Background: The right to educational inclusion for students with intellectual disability (SWID) requires the development of good assessment and intervention practices from holistic perspectives not exclusively focused on the academic limitations that SWID may present. These practices are settled in Spain, via regulations drawn up by each Autonomous Community (AC). The variety of existing regulations demands a critical review of the decisions taken to promote the inclusion of those students. Method: Current regulations-in-force in each AC that regulate attention to diversity (AD) have been were analyzed by using a checklist that includes the variables that defi ning each stage of the AD process and the ways of providing supports that favor the development, learning and participation of SWID. Results: Attention to diversity measures in each AC emphasize organizational and curricular issues, with no AC following holistic approaches in both assessment and intervention, but rather neglecting self-determination and the promotion of quality of life for SWID. Conclusions: Guidelines for the development of new legal frameworks and professional practices based on the latest evidence-based models of attention to SWID and on the results are discussed.

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Funding information

This study was funded by the Junta de Castilla y León (R&D projects, reference SA120U13) and by the Spanish Ministry of Education, Culture and Sport (FPU program, references FPU13/03897 and FPU14/01468).

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