Las medidas específicas de atención a la diversidad en la Educación Secundaria Obligatoria (ESO) desde las percepciones de los agentes implicados

Authors

Odet Moliner GarcíaSalto de línea M.ª Auxiliadora Sales CigesSalto de línea Reina Ferrández BerruecoSalto de línea Lidón Moliner MiravetSalto de línea Robert Roig Marzá Salto de línea Universidad Jaume I. Facultad de Ciencias Humanas y Sociales. Departamento de Educación. Castellón, España.

DOI

10.4438/1988-592X-RE-2011-358-075

Abstract

Specific Measures for Dealing with Diversity in Compulsory Secondary Education (ESO), Based on the Perceptions of the Agents Involved

This study presents an analysis of the specific measures used for dealing with diversity in the Valencian Region, particularly the processes utilized to assign pupils to specific resources and the conceptions, perceptions, opinions and emotions involved concerning the schooling of pupils considered to have specific educational support needs in the meaning of the current Spanish Education Act (LOE). The perceptions of education professionals and pupils at two schools in the compulsory secondary education (ESO) system are analyzed in two case studies examining three topics: a) the process by which pupils are assigned and referred to specific resources; b) the operation of each resource and its satisfaction level and c) the inclusive or exclusive nature of the resource in academic and socio-emotional terms. The results are presented after an analysis of the contents of the information obtained through interviews, discussion groups, self-reporting and school documents. The discussion of the results covers these findings: a) The procedures for referring pupils are the procedures established by legislation, but the general measures available for coping with diversity are not exhausted before referral procedures are engaged; b) in the assessment of effectiveness, monitoring and remedial programmes (PROA programmes) and the curriculum diversity programme (PDC programme) are rated as outstanding, and the effectiveness of the reception programme (PASE programme) is shown to depend on context; and c) its inclusive nature is questioned, with awareness of how aid to a specific group affects relations with peers in the benchmark classrooms. In short, this research provides an opportunity for critical reflection on how diversity is being addressed in compulsory secondary education, alerting us to the “dangers” potentially involved in some practices that have gained political legitimacy without showing evidence of making any contribution to educational quality in terms of diversity and equity.

Keywords

Secondary education, diversity, special programmes, mainstreaming, compensatory education programmes, student placement.