A la búsqueda de elementos diferenciadores que aumentan los resultados y las expectativas de alumnos en riesgo de exclusión educativa

Authors

José María Fernández BataneroSalto de línea Universidad de Sevilla. Facultad de Ciencias de la Educación. Departamento de Didáctica y Organización Educativa. Sevilla, España

DOI

10.4438/1988-592X-RE-2011-355-026

Abstract

In search of differentiating features to enhance the performance and expectations of students at risk of educational exclusion

This paper puts forward some of the results obtained in a research aimed at identifying educational practices and differentiating variables or elements which significantly enhance the results and expectations of students at risk of educational exclusion. The centre of attention focuses on the programmes or measures that cater for diversity in a Secondary Education school in Seville. The methodological process developed was dual and complementary, being composed of two research phases: one quantitative and the other qualitative. In the quantitative phase, an essentially descriptive study was completed through questionnaires intended for the center’s management team, teachers and pupils. In the qualitative phase, case study is the research methodology applied, using three different techniques for information collection: in-depth interviews with teachers, direct observation in natural situations in the classroom and documentary analysis. The results show that although the problems present in students at risk of educational exclusion are linked to multiple personal, societal and family factors, the school and the way it functions play a very important role, since they can aggravate academic and involvement-related problems of the young people at risk. Among the paper’s conclusions, we emphasize how educational practices based on educational inclusion help to improve results and expectations with these pupils and how «good practices» are associated with the personal rather than professional commitment of teachers. We finish the paper by focusing the implications in two directions: the first, aimed at promoting major legislative development in the Administration in order to provide schools with and promote inclusive proposals, in addition to a higher degree of autonomy in educational centers. The second is aimed at fostering and promoting the development of comprehensive responses within the framework of the community.

Keywords

School drop-out, truancy, risk of educational exclusion, school difficulties, vulnerability, educational practices.