A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section «Special and Inclusive Education«.
Prof. Dr. Olga María Alegre de la Rosa
University of La Laguna, Avda. Trinidad s/n. 38204, San Cristóbal de La Laguna, Tenerife, Spain
Prof. Dr. Luis Miguel Villar Angulo
University of Sevilla, Calle San Fernando, 4, 41004 Sevilla, Spain
Message from the Guest Editors
Attending to diversity is an indicator of teaching quality. The fundamentals of diversity education go back to the Universal Declaration of Human Rights. It means the commitment to respect the rights of the people belonging to minorities of any type and scope. It also implies a process of inclusion and continuous improvement that extends throughout the world and which focuses on the capabilities of people.
The benefits of inclusion for students with disabilities extend beyond academic results to social connection benefits. Inclusion education increases post-secondary education placement and improves employment and independence outcomes. Moreover, the benefits of inclusion for non-disabled students reduce fear of human difference and most importantly, inclusive education increases comfort and awareness, develops growth in social cognition, improves self-concept, improves personal, moral and ethical principles, and warm and caring friendships.
Prof. Dr. Olga María Alegre de la Rosa Prof. Dr. Luis Miguel Villar Angulo Guest Editor
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