CU de la US
Luis Miguel Villar Angulo

«Current Research in Inclusive Education»

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section «Special and Inclusive Education«.

Guest Editors:

Prof. Dr. Olga María Alegre de la Rosa
University of La Laguna, Avda. Trinidad s/n. 38204, San Cristóbal de La Laguna, Tenerife, Spain

oalegre@ull.edu.es

Prof. Dr. Luis Miguel Villar Angulo
University of Sevilla, Calle San Fernando, 4, 41004 Sevilla, Spain

mvillar@us.es

 

Message from the Guest Editors

Dear Colleagues,

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

Articles

Article

Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

Educ. Sci. 2021, 11(8), 413; https://doi.org/10.3390/educsci11080413 – 09 Aug 2021

Cited by 2 | Viewed by 1776

Abstract

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was […] Read more.
(This article belongs to the Special Issue Current Research in Inclusive Education)

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Article

Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

Educ. Sci. 2021, 11(5), 226; https://doi.org/10.3390/educsci11050226 – 11 May 2021

Cited by 2 | Viewed by 1421

Abstract

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively […] Read more.
(This article belongs to the Special Issue Current Research in Inclusive Education)

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Article

Perception and Attitude of Teachers towards the Inclusion of Students with Hearing Disabilities

Educ. Sci. 2021, 11(4), 187; https://doi.org/10.3390/educsci11040187 – 18 Apr 2021

Cited by 8 | Viewed by 1612

Abstract

The aim of this study is to demonstrate the attitudes and perceptions of teachers regarding the educational inclusion of students with hearing disabilities. The study sample consisted of 128 teachers from the Canary Islands, of which 72 worked in ordinary centers and 56 […] Read more.
(This article belongs to the Special Issue Current Research in Inclusive Education)

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Article

Education and Care: How Teachers Promote the Inclusion of Children and Youth at Risk in South Africa

Educ. Sci. 2020, 10(10), 273; https://doi.org/10.3390/educsci10100273 – 09 Oct 2020

Cited by 1 | Viewed by 1770

Abstract

Children and youth at risk, particularly those placed in child and youth care centres (CYCC) in South Africa, have suffered from school disengagement due to multiple barriers to learning such as the exposure to crime and violence at a young age. As children […] Read more.
(This article belongs to the Special Issue Current Research in Inclusive Education)
Article

The Quality of Autism Spectrum Disorder Diagnosis: Families’ Views

Educ. Sci. 2020, 10(9), 256; https://doi.org/10.3390/educsci10090256 – 21 Sep 2020

Viewed by 1820

Abstract

The birth of a child diagnosed with autism spectrum disorder (ASD) tends to strongly disrupt family dynamics and functioning. However, the severity of the impact may be softened if the family feels supported during the diagnostic process. The Valencia region (Spain)—where this study […] Read more.
(This article belongs to the Special Issue Current Research in Inclusive Education)

 

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Luis Miguel Villar Angulo