D Rebeca Sole Cos a
Uni e si y o Za agoza
Pablo La a ga Os á iz
Uni e si y o Za agoza
School cul u e and school e ec i eness: coope a ion wi h
en i onmen as a leading way o lea ning
Kul u a szkoły i e ek ywność szkoły: współp aca ze ś odowiskiem
jako wiodący sposób uczenia się
Abs ac
In any academic ins i u ion wo ac ion le els wi h ega ds o school o ganiza ion can be
ound. On he one hand, he mac o-poli ical le el basically conce ned wi h educa i e legisla ion
and how hese ule educa i e ins i u ions. On he o he hand, he mic o-poli ical le el conce n-
ing school p io i ies. Along his book chap e we will p o ide a esea ch based on how he
mac o and he mic o poli ical le els should handle oge he . Hence, we will basically p o ide
an upda ed heo e ical amewo k ocusing on he mos ele an ends. Mo eo e , we will keep
on wi h a deep analysis o how s akeholde s and ac i e agen s p omo e and de elop cu icula
p esc ip ions. Finally, we will analyze and discuss how a he implemen a ion o educa i e
p inciples con ibu es o enhance he s uden s’ in e es s and assumes hei needs o a be e
eaching-lea ning p ocess.
Keywo ds: school o ganiza ion, na ional guidelines, educa i e legisla ion, mac o and mic o-
-poli ical le els, eache aining.
S eszczenie
W każdej ins y ucji akademickiej można znaleźć dwa poziomy p acy nad o ganizacją szkoły.
Jes o poziom mak opoli yki skupiony na legislacji edukacyjnej i jej wd ażaniu w ins y ucjach
edukacyjnych, a akże poziom mik opoli yki i p io y e ów szkolnych. W p acy zap ezen owano ba-
dania do yczące współdziałania mak o- i mik opoli yki. Au o zy p zeds awili zak ualizowane amy
eo e yczne do yczące najis o niejszych endów. Ponad o ukazano p omocję i ozwój p og amów
nauczania pop zez wyko zys anie in e esa iuszy i ak ywis ów. P zep owadzono analizę i dyskusję
do yczącą implemen acji zasad edukacyjnych p zyczyniających się do ozsze zenia zain e esowań
uczniów o az ealizowania ich po zeb w p ocesie nauczania – uczenia się.
Słowa kluczowe: o ganizacja szkoły, wy yczne pańs wowe, legislacja edukacyjna, poziomy
mak o- i mik opoli yki, szkolenie nauczycieli.
Kul u a – P zemiany – Edukacja, . VII (2019) ISSN 2300-9888; ISSN online 2544-1205
h p://kpe.u .edu.pl DOI: 10.15584/kpe.2019.7.7
114 Rebeca SoleR coS a, Pablo la aRga oS áRiz
Na u e and scope o School O ganiza ion: implemen a ion o inclusi e
educa ion guidelines in schools
A p elimina y ques ion we may a he ask ou sel es may ocus on wha dis in-
guishes in eg a ion om inclusion in educa i e ins i u ions. Ob iously, he e a e
a se o scien i ic heo ies ha , along wi h educa i e ac s, con ibu e o in oduce he
new educa i e goals o be assumed in schools. Howe e , be o e going u he on
he mac o-poli ical le el o School O ganiza ion, we would li le by li le in oduce
key e ms o la e on based on he da a analysis.
Theo ies ha ocused on he mic o-poli ical le el sugges i will condi ion he
de elopmen he ins i u ion unde akes. The school has a signi ican ole o s uden s
o be able o lea n sui ably. In ac , s uden s do no ha e o adap o he sys em, bu
a he he sys em mus adap o hem, o e ing he necessa y human and ma e ial
esou ces. I seems a di icul ask o be implemen ed, especially conside ing he
mic o-poli ical le el assumed in each educa i e ins i u ion.
Fo his eason, wi h he legisla i e amewo k p o ided by he mac o-po-
li ical le el (educa i e ac s, s akeholde s’ ac ions, e c.) and he ends assumed
in he mic o-poli ical le el, schools ha e o be able o design and de elop an
educa i e unc ion based on plu ali y and espec o all s uden s, in sho , o
be able o o e hem a quali y educa ion1. Mo e p ecisely, o assume and pu
in o p ac ice inclusi e policies and pedagogical inclusi e ac ions i is neces-
sa y o p omo e p ocess o change and ans o ma ion ha may s a om an
a i ude change2.
The key issue lies on he con igu a ion o he mic o-poli ical le el, belie s and
pe cep ions ha school agen s sha e. Wha issues di e en ia e school in eg a ion
om inclusion? Basically, he e m in eg a ion e e s o he educa ional esponse
ha he school p o ides o s uden s wi h special educa ion needs.
Gene ally speaking, s uden s wi h lea ning disabili ies, men al disabili ies,
agg essi e beha io , senso y impai men s o physical disabili ies. In ac , he use
o he e m special educa ion needs o en excludes o he s uden s, o example,
hose who we e socially, cul u ally, economically disad an aged, who had di e en
e hnic backg ounds, e c.
A key aspec o inclusion is he indi idual and ailo ed a en ion p o ided o
s uden s wi h special educa ion needs, wha e e hei si ua ion is, and especially
o hose who a e disad an aged, ega dless o hei o igin. This de elopmen un-
doub edly ep esen s a o wa d s ep in he ea men o s uden s who a e in social
ulne abili y.
1 J. Cabe o & M. Có doba, Educación inclusi a: la inclusión digi al, “Re is a de Educación
Inclusi a” 2009, 2(1), 61–77.
2 M. López, É ica y escuela pública: ¿Es posible una escuela sin exclusiones? In Ipland e al., La
a ención a la di e sidad: di e en es mi adas, Huel a, He gué, 13–53, 2008.
115
School cul u e and school e ec i eness: coope a ion wi h en i onmen …
Wha changes can be in oduced in inclusi e schools o de elop a uly inclusi e
inclusion o s uden s wi h special educa ion needs? Wha do s akeholde s p opose
o ace di e si y? Wha alues and a i udes mus be sha ed o each a genuine
educa ion? Fi s ly, i is essen ial o use adequa e human esou ces, o example,
eache s who eally belie e in he inclusion o s uden s. They may also ha e e-
cei ed speci ic pedagogic aining.
Secondly, he use o educa ion ma e ials ailo ed o he s uden s’ needs. Thi dly,
he in oduc ion o ac i e me hodology o o e s uden s an ac i e ole. Fou hly, we
mus no o ge he in ol emen o pa en s in hei child en’s educa ion p ocesses,
encou aging an ac i e collabo a ion, suppo ing he eache ’s wo k and o e ing
ad ice. These assump ions o a deep de elopmen o inclusi e educa ion should
be based on school consensus.
F om he mac o-poli ical le el he cen al go e nmen in Spain ( he Minis y o
Educa ion, Cul u e and Spo s3 loca ed in Mad id) h ough hei legisla o s c ea e
educa ion ac s. Then he Au onomous Communi ies, due o he educa ion compe-
ences hey ha e, adap na ional Ac s o he eali y o each Communi y, ollowing
he na ional guidelines. Educa ion inspec o s, consul an s, s akeholde s, should sha e
alues, a i udes and common pu poses. When his does no happen he esou ces
o ace di e si y a e ine ec i e.
Legisla i e Ac s implemen speci ic measu es and esou ces o de elop inclu-
sion bu hey a e no longe de eloped a schools. The o he way ound, when he
s akeholde s ocus on he achie emen o hose measu es, s uden s’ lea ning highly
imp o es. They a e made legally h ough he adop ion o au onomous cu icula
bu lack any e iciency.
Gene ally speaking, he cu icula de eloped in he di e en Au onomous Com-
muni ies in Spain a e hose which he di e en Elemen a y and High Schools assume
in hei didac ic p ojec s. As hey a e p esc ibed by each Au onomous Adminis-
a ion, he eaching ins i u ions mus mee he p inciples, con en s, me hodology
and assessmen c i e ia s a ed in hose egula ions.
Howe e , i he a gumen s exposed in hose ex s do no ake in o accoun he
imp o emen o human and ma e ial esou ces p o ided o schools, eache s’ e o s
owa ds he de elopmen o inclusi e educa ion o ace s uden s’ di e si y will be
ui less. Pa icula ly, we ha e o be able o wo k collabo a i ely.
On he o he hand, he eache ’s wo k in he class oom depends no only on
his/he didac ic pe o mance, bu also on he me hodological line assumed by he
school. I he eaching s a is no able o de elop he p inciples, alues and aims
p oposed by he s akeholde s, i hey do no sha e a common g ound o de elop
hei eaching-lea ning, eaching is no di ec ed owa ds he same goal: o p o ide
each s uden he suppo he/she equi es.
3 h p://deba eeduca i o.mec.es/paginas/con oca o ias.h ml (Accessed: 17 h No embe 2019).
116 Rebeca SoleR coS a, Pablo la aRga oS áRiz
125
Gene ally speaking, he cu icula de eloped in he di e en Au onomous
Communi ies in Spain a e hose which he di e en Elemen a y and High Schools assume in
hei didac ic p ojec s. As hey a e p esc ibed by each Au onomous Adminis a ion, he
eaching ins i u ions mus mee he p inciples, con en s, me hodology and assessmen c i e ia
s a ed in hose egula ions.
Howe e , i he a gumen s exposed in hose ex s do no ake in o accoun he
imp o emen o human and ma e ial esou ces p o ided o schools, eache s’ e o s owa ds
he de elopmen o inclusi e educa ion o ace s uden s’ di e si y will be ui less.
Pa icula ly, we ha e o be able o wo k collabo a i ely.
On he o he hand, he eache ’s wo k in he class oom depends no only on his/he
didac ic pe o mance, bu also on he me hodological line assumed by he school. I he
eaching s a is no able o de elop he p inciples, alues and aims p oposed by he
s akeholde s, i hey do no sha e a common g ound o de elop hei eaching-lea ning,
eaching is no di ec ed owa ds he same goal: o p o ide each s uden he suppo he/she
equi es.
Hence, how eali y is de eloped? We canno s a e ha a eal inclusi e educa ion is
eached e en hough he legisla i e ac s implemen i . Mos o he imes wha is p esc ibed by
STAKEHOLDERS OF
INCLUSIVE EDUCATION
IN THE SPANISH
EDUCATIONAL
ADMINISTRATION
MACRO-POLITICAL LEVEL
Educa ion policy
Educa ion Adminis a ion
Educa ion Ac s
MICRO-POLITICAL LEVEL
Pa adigms, models
Social cons uc ion ( alues,
a i udes, aims, pu poses,
goals, e c.)
Hence, how eali y is de eloped? We canno s a e ha a eal inclusi e educa ion
is eached e en hough he legisla i e ac s implemen i . Mos o he imes wha is
p esc ibed by legisla ion is a om wha schools need o wha can be assumed in
he ins i u ion. Mo eo e , he e is ano he issue ha has o be conside ed. Mul icul-
u alism is one o he cha ac e is ics o ou p esen -day socie y. As such, schools
ha e a huge a ie y o s uden s coming om e y di e en coun ies. Thus, eache s
need speci ic ools and esou ces.
Leading inclusi e schools: e idence om he mic o-poli ical le el
No doub , he school, as an in eg al pa o socie y, mus ace hese new so-
cio-educa ional demands. The need o p o ide each s uden wi h he a en ion he/she
equi es is a cons an challenge o eache s. Di e si y can be mani es ed in di e en
o de s: un la e ing amily si ua ions o he s uden ’s pe sonal balance, men al o
physical disabili ies o diseases, in e es s, p e e ences and lea ning a es, e c.
117
School cul u e and school e ec i eness: coope a ion wi h en i onmen …
Roughly speaking, hese ac o s di e en ia e s uden s e en hough hey belong
o he same class g oup. In o de o cope wi h his he e ogenei y, eache s ha e o
unde ake speci ic me hodological p inciples ha a e no always es ablished by he
s akeholde s bu need o be de eloped in he mic o-poli ical le el as a as hose in
cha ge o educa ion a e no especially conce ned wi h hem.
Fo example, when a o eign s uden is schooled he/she has o sha e his/he
alues wi h his/he pee s, his/he cul u e, in e es , knowledge wi h he aim o ge -
ing in eg a ed in he g oup. E en his/he abili ies could be di e en om o he s.
Bu i will be one o he eache ’s asks o y o encou age an app op ia e social
en i onmen in he class oom.
I he school sys em does no know how o deal wi h hese socio-educa ional
demands, i can no longe p o ide quali y in educa ion. To make a p ope inclusion
in mains eam schools, cu icula , pedagogical, didac ic changes a e equi ed.
This means ha o ganisa ion changes mus be gene a ed in acco dance wi h he
eal possibili ies and cu en needs. When his does no happen, i he e is no any
sui able educa ion managemen om he school, inclusion can become a special
educa ion subsys em ha only sha es ce ain o ganiza ional and space a angemen s
wi h he egula educa ion4.
The measu es o a en ion o di e si y ha he cu en legisla ion implemen s
h ough di e en s akeholde s (inspec o s, educa ion policy make s, school ad iso s,
e c.) a e meaningless i limi ed o agmen a y in e en ions bo h a he Elemen a y
and High educa ion le els.
The inclusion o s uden s wi h speci ic educa ional suppo needs o be sha ed
a school, in he shaping o he mic o-poli ical le el. I i is only p esc ibed by he
mac o-poli ical le el and e en no conside ed, schools a e unp o ec ed owa ds
he new incoming s uden s. Teache s should sha e common policy p inciples,
goals o be add essed, and also me hodological guidelines ela ed o s uden s’
di e si y.
Pa icula ly, pa en s ha e o pa icipa e and suppo he educa ional p ocess. Ed-
uca ion policy should encou age his p ocess o inclusion, no only as keywo ds ha
go e n he legisla ion ex s, bu by p o iding human and ma e ial esou ces. Many
schools need suppo om Adminis a ion, no only in e ms o s a bu also by
conside ing ex e nal esou ces in o de o suppo he eaching-lea ning p ocesses.
To a g ea e o lesse poin , schools a e mainly cha ac e ised by a di e se
educa ion eali y which is qui e di icul o be assumed. They do no only need
mo e ma e ial esou ces, bu o en human esou ces a e no su icien o he mos
adequa e ones in such an inc easingly di e se and mul icul u al en i onmen as
he cu en one.
4 E. A amidis & B. No wich, Teache ’s A i udes owa d In eg a ion/Inclusion. A Re iew o he
Li e a u e, “Eu opean Jou nal o Special Needs Educa ion” 2000, 2(17), 129–148.
118 Rebeca SoleR coS a, Pablo la aRga oS áRiz
In his sense, schools ha e o unde ake common p inciples o e ec i ely
manage he cen e h ough a cohe en and coo dina ed ac ion o all membe s o
he educa ion communi y. This iew mus be sha ed by s akeholde s o suppo
educa ion in each s age and con ibu e o make easie access o human and ma e ial
esou ces.
The assump ion o hese common p inciples, alues and a i udes is usually
eached in schools o o e he educa ion equi ed by each s uden . Howe e , e en
hough some imes hey a e s a ed in he legisla i e ex and a e o ally ex ended by
he s akeholde s, hey use o emain as pe ec wo ds, legi imized wo ds eache s
mus use in hei speeches5.
As an example o how s akeholde s’ indica ions a e somehow e lec ed in o i-
cial educa ion documen s we necessa ily ha e o men ion he School Educa ional
P ojec . I designed app op ia ely and cohe en ly on he basis o he schools’ needs
and he s akeholde s’ p esc ip ions, i will a ou he de elopmen o an app op ia e
school inclusion.
The School Educa ion P ojec is a documen ha shows how he school con-
cei es educa ion, wha alues, aims and s uc u e i has and how educa ion is
de eloped. I is c ea ed in schools ollowing he s akeholde s’ p esc ip ions. I he
in o ma ion e lec ed in his documen we e uly assumed in schools, we would
s a e ha he s akeholde s’ guidelines we e e icien and unc ional a schools as
a as hey we e de eloped.
Un o una ely, his documen does no always show he eal de elopmen o
he educa ional p ocess. E en hough he main aim o he guidelines s a ed by he
s akeholde s is o imp o e educa ion, by o e ing he igh answe o all s uden s,
he mac o-poli ical le el is no always ela ed o he mic o-poli ical le el.
No e as an example abou how his documen shows a cohe en de elopmen
o he educa ion assumed by he school s a , and p esc ibed by s akeholde s, we
should men ion he h ee ields i ocuses on:
a)
he educa ional ield (how he school assumes he educa ion p ocess, wha
alues, a i udes and pu poses he school de elops);
b) he ins i u ional ield (school managemen , o ganiza ion, esou ces, e c.);
c)
he adminis a i e ield ( eache s, specialis s in The apeu ic Pedagogy, numbe
o s uden s pe class, ime able, e c.).
The no ms o c ea e his o icial documen a e s a ed by he legisla ion imple-
men ed by he s akeholde s in he mac o-poli ical le el. Fu he mo e, he de el-
opmen o his documen has o deal wi h he mic o-poli ical le el as i is going o
be de eloped in a speci ic school.
5 R. López, Bases concep uales de la inclusión educa i a, A ances en supe isión educa i a:
Re is a de la Asociación de Inspec o es de Educación de España,14, 2011.
119
School cul u e and school e ec i eness: coope a ion wi h en i onmen …
128
educa ional p ocess. E en hough he main aim o he guidelines s a ed by he s akeholde s is
o imp o e educa ion, by o e ing he igh answe o all s uden s, he mac o-poli ical le el is
no always ela ed o he mic o-poli ical le el.
No e as an example abou how his documen shows a cohe en de elopmen o he
educa ion assumed by he school s a , and p esc ibed by s akeholde s, we should men ion he
h ee ields i ocuses on:
a) he educa ional ield (how he school assumes he educa ion p ocess, wha alues,
a i udes and pu poses he school de elops);
b) he ins i u ional ield (school managemen , o ganiza ion, esou ces, e c.);
c) he adminis a i e ield ( eache s, specialis s in The apeu ic Pedagogy, numbe o
s uden s pe class, ime able, e c.).
The no ms o c ea e his o icial documen a e s a ed by he legisla ion implemen ed
by he s akeholde s in he mac o-poli ical le el. Fu he mo e, he de elopmen o his
documen has o deal wi h he mic o-poli ical le el as i is going o be de eloped in a speci ic
school.
Fi s o all, i we ocus on he educa ional ield, we may pay a en ion o he school
o ganiza ion, cycle equipmen , le el s a , speci ic me hodology, he assump ion o common
c i e ia o s uden s’ p omo ion, s uden s’ g ouping, e alua ion, e c.
Secondly, he ins i u ional ield is condi ioned by he school ex e nal ela ionships
( ela ionship wi h he Pa en s’ Associa ion, Adminis a ion, e c.) and he in e nal ela ionship
in he school (go e nmen /managemen bodies, unc ions hey assume, commissions, deg ees
o pa icipa ion, e c.).
Educa ional ield
Ins i u ional
ield
Adminis a i e
ield
Fi s o all, i we ocus on he educa ional ield, we may pay a en ion o he
school o ganiza ion, cycle equipmen , le el s a , speci ic me hodology, he assump-
ion o common c i e ia o s uden s’ p omo ion, s uden s’ g ouping, e alua ion, e c.
Secondly, he ins i u ional ield is condi ioned by he school ex e nal ela ion-
ships ( ela ionship wi h he Pa en s’ Associa ion, Adminis a ion, e c.) and he
in e nal ela ionship in he school (go e nmen /managemen bodies, unc ions hey
assume, commissions, deg ees o pa icipa ion, e c.).
Thi d and inally, he adminis a i e ield ela ed o school economic manage-
men , accoun abili y, uses o space, mass-media ooms, e c. Human esou ces and
in e pe sonal ela ionships (mo i a ion, communica ion, and con lic s), egula ion o
coexis ence, selec ion and p omo ion o eache s, e c. should ne e be o e looked.
These aspec s and he ac ions in ol ed in educa ion policy hinde he e ec i e
managemen o he school.
Discussions and conclusions
The school needs ools o suppo he ac ions o he educa ional communi y.
The eache ha aces mul icul u alism and s uden s’ di e si y ac s as a acili a o o
he eaching-lea ning p ocesses. Thus, he de elopmen o he educa ional p ac ice
s a s om he equi emen s o p e en ion and he se lemen o s uden s’ di icul-
ies, unde s anding ha bo h condi ions mus be implemen ed as soon as possible
in he school en i onmen . The a en ion o class oom di e si y mus be assumed
in e ms o cogni i e abili ies and in e ms o cul u al backg ounds.
I is he e o e impe a i e o unde s and ha di e ences and inequali ies should
be add essed h ough a i ma i e s a egies, no by uni e sal solu ions wi hin he
amewo k o an inclusi e school. This implies he assump ion o he p inciples
120 Rebeca SoleR coS a, Pablo la aRga oS áRiz
o in e cul u al educa ion in line wi h he g owing mul icul u alism and di e si y
ha cha ac e izes ou socie y. These ac ions will a o ci izenship educa ion o le
s uden s acqui e an in eg al educa ion, a li e-long lea ning p ocess.
Roughly speaking, inclusi e educa ion should be buil in an educa ion commu-
ni y as a gene al ac ion amewo k in eg a ed by all agen s in ol ed in he educa ion
p ocess. A coope a i e endea ou o all educa ion agen s and e e y momen o he
school li e is essen ial. In o de o achie e hese aims, we should p omo e he s u-
den s’ in e es in school wo k, by ein o cing he p e ious mo i a ional p ocesses.
Hence, i is also necessa y o suppo he s uden s’ lea ning p ocesses by seeking
indi idual a en ion, wi hou a ec ing he g oup dimension in he class oom wo k
6
.
Simila ly, i is ad isable o keep an adequa e en i onmen o a ou coexis ence
in he class oom and in he whole school as a p e equisi e o he app op ia e de-
elopmen o he school wo k. We do no ha e o o ge ha i is necessa y o help
o educe school absen eeism and he subsequen s uden s’ ailu e. We should also
s eng hen coope a ion wi h amilies, o he neighbo hood ins i u ions and o he
social se ings.
The e o e, inclusi e educa ion in school needs o es ablish links ha ex end
and enhance he educa ional e o s beyond he school en i onmen . Finally, i is
also con enien o enhance he p ocess o educa ion inno a ion, u he e alua ion
and in es iga ion ha should eed all inno a i e p oposals.
Pa icula ly, i schools con ibu e o he de elopmen o inclusi e educa ion,
he exis ing measu es o add ess s uden s wi h speci ic educa ion needs inc ease as
long as he lea ning p ocesses a e based on hei in e es s and his c ea es mo i a ion
in s uden s. These p inciples no only sus ain he so-called “inclusi e school” bu
also a ou in eg a ion and inclusion o disabled s uden s.
In gene al e ms, school is cha ac e ized by an incoming di e si y and i is ou
ask o ain p e-se ice eache s sui ably o assume he didac ic p ocesses suc-
cess ully. I equi es highly skilled and mo i a ed p o essionals o be able o mee
ha di e si y. The speci ic pedagogical p ocesses mus con ibu e o he c ea ion
o a social class oom en i onmen whe e he s uden eels com o able enough and
mo i a ed owa ds lea ning, hus he a i ude will be posi i e owa ds lea ning.
In his sense, he s akeholde s de e mine he mos ele an aims, basic com-
pe ences, con en s, me hodological p inciples and assessmen c i e ia o be augh
and eached a Elemen a y and High schools. As a as hese a e p esc ip i e, all
schools na ionwide mus de elop hem. Howe e , his lack o cohe en de elop-
men om he mac o-poli ical o he mic o-poli ical le el keeps a handicap in he
a en ion p o ided, especially o s uden s wi h speci ic need o educa ion suppo .
6 F.J. Hinojo, I. Azna , M.P. Cáce es, J.M. Rome o, Opinión de u u os equipos docen es de
educación p ima ia sob e la implemen ación del mobile lea ning en el aula, “Re is a Elec ónica
Educa e” 2019, 23(3), 1–17.
121
School cul u e and school e ec i eness: coope a ion wi h en i onmen …
Wha could be s a ed as he main aim o be assumed? The main aim ocuses on
how o o e s uden s he indi idualized a en ion hey equi e o be able o de elop
hei cogni i e and social skills. The schools, on he o he hand, se hei aims and
p io i ies, ollowing ob iously he p esc ip ions o he Au onomous Educa ion
Adminis a ion. Among hem, lea ning o lea n, being adul , esponsible people
and ac ing as such a e key p inciples in any compulso y educa ional s age.
No doub , he e a e o he issues o be conside ed o each an app op ia e school
inclusion. Abo e all, he s akeholde s’ p esc ip ions highly condi ion he de el-
opmen inclusion can ha e a schools. In his ega d, i is a ask o be assumed
by he eaching s a in he mic o-poli ical le el how o ace he school di e si y.
Didac ics as a scien i ic discipline o e s us pa adigms, p inciples and app oaches
o in oduce hem in he eaching-lea ning p ocesses. One hing mus be clea , he
de elopmen o he eaching-lea ning p ocesses mus o e s uden s he necessa y
ools o each lea ning.
Bibliog aphy
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