Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action

  1. Amor, Antonio M. 1
  2. Fernández, María 1
  3. Verdugo, Miguel Á. 1
  4. Aza, Alba 1
  5. Calvo, Isabel M. 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
EDUCATION SCIENCES AND SOCIETY

ISSN: 2038-9442,  2284-015X

Año de publicación: 2021

Páginas: 95-113

Tipo: Artículo

DOI: 10.3280/ESS1-2021OA11471 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: EDUCATION SCIENCES AND SOCIETY

Resumen

Since the United Nation’s Convention on the Rights of Persons with Disabilities was passed (2006), inclusive education evolved from a principle of education towards a right to be guaranteed for all students. Despite this, students with intellectual and developmental disabilities (IDD) have not enjoyed this right on an equal foot with others, experiencing a stagnation in their inclusion over the last 15 years. Moreover, there is an important gap between the policies passed at national, regional, and local levels aimed at including these students, and the educational experiences that they are currently receiving within education systems. To address this mismatch and to provide educators with a framework for action that shortens what is current education of students with IDD and what should be, the purpose of this work is to present the conceptual and practical implications of the supports paradigm and the quality of life model, two frameworks that have now join together and that offer a systematic approach to address the access, participation, learning, and development of students with IDD to their fullest potential, the necessary goals of an inclusive and quality education.

Referencias bibliográficas

  • Alcaraz-Garcíab S., Arnaiz P. (2020). La escolarización del alumnado con necesidades educativas especiales en España: un estudio longitudinal. Revista Colombiana de Educación, 78: 299-320.
  • Amor A.M. (2019). Bringing the Supports Paradigm to the Spanish Educational System for Support Needs Assessment and Planning with Students with Intellectual Disability. -- Text available at https://www.researchgate.net/publication/337859025_Bringing_the_supports_paradigm_to_the_Spanish_educational_system_for_support_needs_assessment_and_planning_with_students_with_intellectual_disability 10th February 2020.
  • Amor A.M., Fernández M., Verdugo M.A., Aza A., Schalock R. L. (2020). Shaping the faces of the prism: Rights, supports, and quality of life for enhancing inclusive education opportunities in students with intellectual disability. In Glodkowska, J. (ed.). Inclusive Education: Unity in Diversity. Warsaw: Akademia Pedagogiki Specjalnej.
  • 10.1080/13603116.2018.1445304
  • 10.5604/01.3001.0012.7817
  • Amor A.M., Verdugo M.A., Arias B., Fernández M., Aza A. (2021). Examining the suitability of a List of Indicators describing age-related typical support needs. International Journal of Environmental Research and Public Health, 18: 764.
  • Amor A.M., Verdugo M.A., Calvo M.I., Navas P., Aguayo V. (2018). Psychoeducational assessment of students with intellectual disability: Professional-action framework analysis. Psicothema, 30: 39-45.
  • Arias V.B., Amor A.M., Verdugo M.A., Fernández M., Arias B., Aza A. (2020). Toward a better “person-environment fit” through items calibration of the SIS-C. International Journal of Environmental Research and Public Health, 17: 3471.
  • Azorín C.M., Sandoval M. (2019). Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: análisis de guías para la acción. Sigo Cero, 50: 7-27.
  • Bronfenbrenner U. (1979). The Ecology of Human Development. Cambridge: Harvard University Press.
  • Booth T. and Ainscow M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Bristol: CSIE.
  • Buchner T., Shelving M., Donovan M.A., Gercke M., Goll H., Siska J., Janyskova K., Smogorzewska J., Szumski G., Vlachou A., Demo H., Feyerer E., Corby D. (2020). Same progress for all? Inclusive education, the United Nations Convention on the Rights of Persons with Disabilities and students with intellectual disability in European Countries. Journal of Policy and Practice in Intellectual Disabilities. Advance online publication.
  • 10.1080/13603116.2019.1592248
  • EASPD (2020). Inclusive Education: The Way Forward. IE+ Policy Recommendations. -- Text available at https://www.easpd.eu/sites/default/files/sites/default/files/Projects/IE/policy_recommendations_final1.pdf 10th February 2020.
  • Echeita G., Simón C., Muñoz Y., Martín E., Palomo R. and Echeita R. (2020). El Papel de los Centros de Educación Especial en el Proceso hacia Sistemas Educativos más Inclusivos. Madrid: Ministerio de Educación y Formación Profesional.
  • Gómez L.E., Alcedo M.A., Verdugo M.A., Arias B., Fontanil Y., Arias V.B., Monsalve A. and Morán L. (2016). Escala KidsLife: Evaluación de la Calidad de Vida de Niños y Adolescentes con Discapacidad Intelectual. Salamanca: Publicaciones INICO.
  • Gómez L.E., Monsalve A., Morán L., Alcedo M.A., Lombardi M., Schalock R.L. (2020). Measurable indicators of CRPD for people with intellectual and developmental disabilities within the quality of life framework. International Journal of Environmental Research and Public Health, 17: 5123.
  • Gómez L.E., Morán L., Alcedo M.A., Verdugo M.A., Arias V.B., Fontanil Y. and Monsalve. A. (2018). Escala KidsLife-TEA: Evaluación de la Calidad de Vida de Niños y Adolescentes con Trastorno del Espectro del Autismo y Discapacidad Intelectual. Salamanca: Publicaciones INICO.
  • Gómez L.E., Schalock R.L., Verdugo M.A. (2021). A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation. Psicothema, 33: 28-35.
  • Gómez L.E., Verdugo M.A., Rodríguez M.M., Arias V.B., Morán L., Arias B., Alcedo M.A., Monsalve A. and Fontanil Y. (2017). Escala KidsLife-Down: Evaluación de la Calidad de Vida de Niños y Adolescentes con Síndrome de Down. Salamanca: Publicaciones INICO.
  • Gómez-Vela M. and Verdugo M.A. (2009). CCVA: Cuestionario de Evaluación de la Calidad de Vida en Alumnos Adolescentes. Madrid: CEPE.
  • Hagiwara M., Amor A.M., Shogren K.A., Thompson J.R., Verdugo M.A., Burke K.M., Uyanik H., Aguayo V. (2019). International trends in inclusive education intervention research: A literature review. Education and Training in Autism and Developmental Disabilities, 54: 3-17.
  • Hehir T., Grindal T., Freeman B., Lamoreau R., Borquaye Y. and Burke S. (2016). Summary of the Evidence on Inclusive Education. Text available at https://alana.org.br/wp-content/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf 10th February 2020.
  • Hernández-Sánchez A.M., Ainscow M. (2018). Equidad e inclusión: retos y progresos de la escuela del siglo XXI. Retos, XXI(2): 13-22.
  • Huete A., Otaola M.P., Manso C. (2019). Inclusiva sí, especial también: ¿Revolución o resistencia? El ciberdebate sobre el cierre de los centros de educación especial en España. Siglo Cero, 50: 75-98.
  • Kurth J.A., Mastergeorge A.M. (2010). Academic and cognitive profiles of students with autism: Implications for classroom practice and placement. International Journal of Special Education, 25: 8-14.
  • 10.1177/2165143415589926
  • Muntaner J.J. (2013). Calidad de vida en la escuela inclusiva. Revista Iberoamericana de Educación, 63: 35-49.
  • 10.1177/1044207315604364
  • Sabeh E.N., Verdugo M.A., Prieto G. and Contini E.N. (2009). CVI-CVIP: Cuestionario de la evaluación de la Calidad de Vida en la Infancia. CEPE: Madrid.
  • 10.1080/08856257.2018.1533094
  • Sánchez-Gómez V., López M., Amor A.M., Verdugo M.A. (2020). Apoyos para la calidad de vida de escolares con y sin discapacidad: revisión de literatura. Revista Internacional de Educación para la Justicia Social, 9: 327-349.
  • Schalock R.L., Borthwick-Duffy S.A., Bradley V.J., Buntinx W.H.E., Coulter D.L., Craig E.M., Gomez S.C., Lachapelle Y., Luckasson R., Reeve A., Shogren K.A., Snell M.E., Spreat S., Tassé M.J., Thompson J.R., Verdugo M.A., Wehmeyer M. L. and Yeager M.H. (2010). Intellectual Disability: Definition, Classification, and Systems of Supports (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Schalock R.L., Luckasson R. and Tassé M.J. (2021). Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports (12th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • Schalock R.L. and Verdugo M.A. (2002). Handbook on Quality of Life for Human Service Practitioners. Washington, DC: American Association on Mental Retardation.
  • Schalock R.L., Verdugo M.A., Gómez L.E. (in press). The Quality of Life Supports Paradigm: Its description and application in the field of intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities.
  • 10.1352/1944-7558-121.1.1
  • 10.1177/1540796915583493
  • Szumski G., Smogorzewska J., Karwowski M. (2017). Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis. Educational Research Review, 21: 33-54.
  • 10.1352/1934-9556-47.2.135
  • 10.1352/1934-9556.56.6.396
  • Thompson J.R., Wehmeyer M.L., Hughes C., Shogren K.A., Seo H., Little T.D., Schalock R.L., Realon R.E., Copeland S.R., Patton J.R., Polloway E.A., Shelden D., Tanis S. and Tassé M.J. (2016). Supports Intensity Scale-Children’s Version. User’s Manual. Washington, DC: American Association on Intellectual and Developmental Disabilities.
  • 10.1177/07419325030240020201
  • United Nations (2006). United Nation’s Convention on the Rights of Persons with Disabilities. Text available at https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/convention-on-the-rights-of-persons-with-disabilities-2.html 10th February 2020.
  • United Nations (2016). General Comment No 4. Article 24: Right to inclusive education. -- Text available at https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CRPD/C/GC/4&Lang=en 10th February 2020.
  • UNESCO (1990). The World Declaration on Education for All. New York: UNESCO.
  • UNESCO (1994). The Salamanca Statement and Framework for Action on Special Needs Education. Paris: UNESCO.
  • UNESCO (2000). The Dakar Framework for Action. Paris: UNESCO.
  • UNESCO (2008). Inclusive Education: The Way of the Future. Paris: UNESCO.
  • UNESCO (2015). Education 2030: Incheon Declaration and Framework for Acton Towards Inclusive and Equitable Quality Education and Lifelong Learning for All. Paris: UNESCO.
  • Verdugo M.A. (2009). El cambio educativo desde una perspectiva de calidad de vida. Revista de Educación, 349: 23-43.
  • Verdugo M.A., Amor A.M., Fernández M., Navas P., Calvo M.I. (2018). La regulación de la inclusión educativa del alumnado con discapacidad intelectual: una reforma pendiente. Siglo Cero, 49: 27-58.
  • Verdugo M.A., Gómez L.E., Navas P. (2013). Discapacidad e inclusión: derechos, apoyos y calidad de vida. In: Verdugo M.A. and Schalock R.L. (eds.). Discapacidad e Inclusión. Manual para la Docencia. Salamanca: Amarú.
  • Verdugo M.A., Schalock R. L., Gómez L.E. (in press). El modelo de calidad de vida y apoyos: la unión tras veinticinco años de caminos paralelos. Siglo Cero.
  • 10.1352/2326-6988-2.2.125
  • Warnock M. (1978). Meeting Special Educational Needs: A Brief Guide by Mrs. Mary Warnock to the Report of the Committee of Enquiry into [the] Education of Handicapped Children [and] Scottish Education Department [and] Welsh Office. London: HMSO.
  • Yurrebaso G., Martínez-Rueda N., Galarreta J. (2020). Marco de referencia para orientar los programas educativos dirigidos a la transición a la vida adulta de jóvenes con discapacidad intelectual y del desarrollo: una revisión de la literatura. Siglo Cero, 51: 7-30.