Special Issue "Sustainable Education: The Educational Response to Students with Disabilities"

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 30 September 2021.

Special Issue Editors

Dr. Luis Ortiz Jiménez
E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almería, Spain
Interests: disability; diversity; inclusion; teacher training; curriculum development
Dr. José Juan Carrión Martinez
E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almería, Spain
Interests: disability; diversity; evaluation; teacher training; quality in education

Special Issue Information

Dear Colleagues,

The educational response to people with disabilities presents itself as one of the challenges of education in the near future. Since 1990, the Incheon conference has established the idea of “Education for All,” which was subsequently confirmed in 1994 with the postulates of the Salamanca declaration. Inclusive horizons open up that focus on actions aimed at responding to different vulnerable groups. One of these groups identifies with the presence of psychophysical or sensory characteristics that, either permanently or temporarily, hinder equal access to participation in the ordinary life of the reference society.

Regarding this idea, reflections and actions have emerged that seek to guide educational responses to people with disabilities. On the one hand, since the rethinking of the term, we are talking about people with disabilities and also functional diversity, as an evolution or attempt to find a better definition of this group. We talk about answers ranging from the consideration of curricular adaptations, to the design of a universal curriculum (ULD). And finally, we talk about the debate that arises regarding the continuity of special education itself in education systems.

On the other hand, the teacher training variable arises, in the sense of having teachers trained for all cases that may be presented in a classroom, or the desirability of providing schools with professionals prepared for advisory tasks, as well as to directly develop actions in the classroom.

The aim of this Special Issue is to gather research on the ideas expressed pertaining to the educational response to students with disabilities, so as to provide a current, competent, and timely account of this area, thereby contributing to the advancement of a sustainable education in which no one is excluded.

Dr. Luis Ortiz Jiménez
Dr. José Juan Carrión Martinez
Guest Editors

Manuscript Submission Information

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Keywords

  • disability
  • inclusion
  • diversity
  • educational responses
  • inclusive teachers

Published Papers (5 papers)

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Research

Article
Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions
Sustainability 2021, 13(13), 7056; https://doi.org/10.3390/su13137056 - 23 Jun 2021
Viewed by 368
Abstract
Students with autism spectrum disorder (ASD) are discriminated against and stigmatized by the school community. The objective of this study is to analyze the school inclusion process of students with ASD by reducing discrimination and stigmatization through contact-based education sessions. This can be [...] Read more.
Students with autism spectrum disorder (ASD) are discriminated against and stigmatized by the school community. The objective of this study is to analyze the school inclusion process of students with ASD by reducing discrimination and stigmatization through contact-based education sessions. This can be achieved through school projects. In the present study, discrimination and stigmatization toward children with ASD were analyzed in high school students (N = 141) through Haghighat’s standardized stigmatization questionnaire (SSQ1). In the active group, a student diagnosed with ASD also participated in the awareness activities of the problems faced by the students with ASD and the contact-based education (CBE) sessions carried out in the classroom. The results showed significant differences in reducing discrimination and stigmatization in high school students, both in the control group and especially in the active group. It was observed that the development of CBE (inclusion of the student with ASD in activities) led to the creation of a supportive school community, demonstrating that the activities carried out within the SucCESS Project achieved their purpose. The SSQ1 can be applied to high school students, and together with CBE activities, it can be used in school inclusion projects for children with ASD or mental disabilities. Full article
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Article
Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain
Sustainability 2021, 13(9), 5171; https://doi.org/10.3390/su13095171 - 06 May 2021
Viewed by 490
Abstract
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity [...] Read more.
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools. Full article
Article
The Teacher’s Perspective on Inclusion in Education: An Analysis of Curriculum Design
Sustainability 2021, 13(9), 4766; https://doi.org/10.3390/su13094766 - 23 Apr 2021
Viewed by 481
Abstract
The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence [...] Read more.
The study we present is based on the responses given to students with specific educational support needs in compulsory education stages. Focused from the perspective of teachers within the framework of educational inclusion. To this end, the role of teachers and their influence on curriculum design, methodology, and assessment is taken into account. A descriptive and inferential methodological approach is used, with a sample of 2457 teachers from the Spanish context, applying an ad-hoc questionnaire. The results indicate the influence of teachers’ socio-demographic variables on the implementation of curriculum design, methodology, and assessment strategies in line with educational inclusion. The conclusions highlight the reactive versus proactive nature of teaching, although the sufficiency of educational practice is considered, characterised by differences according to age, gender, experience, or location of educative centre, among other variables analysed. It is established that improvements can be identified that can be strengthened. Specifically those related to the interests and motivations of students with SEN and their participation in assessment processes. Full article
Article
Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education
Sustainability 2021, 13(8), 4545; https://doi.org/10.3390/su13084545 - 19 Apr 2021
Cited by 1 | Viewed by 462
Abstract
The relationship of disabled persons with their environment is fundamental. Attitudes towards them, understood as the social constructs of those around them, play a key role in a person’s development and future, as they are one of the fundamental elements that can facilitate [...] Read more.
The relationship of disabled persons with their environment is fundamental. Attitudes towards them, understood as the social constructs of those around them, play a key role in a person’s development and future, as they are one of the fundamental elements that can facilitate or hinder the inclusion process. Our work examines the need to implement educational and awareness-raising actions and programs that contemplate intervention strategies based on education and direct contact with disabled persons. The main objective of the study was to analyze the effect of a Program for Changing Attitudes towards Persons with Disabilities on a group of secondary school students (11 to 15 years of age), assigning 770 to the experimental group and 105 to the control group. The evaluation instrument used was the “Brief Questionnaire of Attitudes towards Persons with Disabilities for Adolescents, CBAD-12A”. The results have demonstrated the efficacy of the intervention for the experimental group, as it was possible to attribute the changes in attitude to the effect of the Program. Specifically, an improvement in attitudes was found in all three factors of the questionnaire (Acceptance-Rejection, Competence and Opportunity) after the intervention. Full article
Article
A Case Study of a Robot-Assisted Speech Therapy for Children with Language Disorders
Sustainability 2021, 13(5), 2771; https://doi.org/10.3390/su13052771 - 04 Mar 2021
Cited by 3 | Viewed by 587
Abstract
The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with [...] Read more.
The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with an age ranging from 9 to 12 years. Children participated in sessions with a NAO-type robot in individual sessions. Qualitative methods were used to collect data on aspects of viability, usefulness, barriers and facilitators for the child as well as for the therapist in order to obtain an indication of the effects on learning and the achievement of goals. The main results pointed out the affordances and possibilities of the use of a NAO robot in achieving speech therapy and educational goals. A NAO can contribute towards eliciting motivation, readiness towards learning and improving attention span of the children. The results of the study showed the potential that NAO has in therapy and education for children with different disabilities. More research is needed to gain insight into how a NAO can be applied best in speech therapy to make a more inclusive education conclusions. Full article
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