Advances in the education of students with special educational needs

Abstract

The aim of this article is to report on the progress made in providing care to students with support needs over the last fifty years; we are referring to the group of students traditionally cared for in what is known as special education, whether in special education schools or in regular schools. To do this, rather than focusing the discourse on the different conditions of developmental problems, we can use the ecological systems approach to development in the analysis, since it encompasses all the manifestations of diversity and different educational contexts in which students live and develop. Thus, firstly, we will analyse the evolution of the culture and values ​​of Spanish society with respect to people with disabilities in these years and their impact on legislation and administration policies (macrosystem). Next, we will deal with the contribution of the different agents, internal and external, and the network of community services in the education and development of students with support needs (mesosystem). Finally, the changes in educational practices (microsystem) are described from exclusion to the recognition of the right of all students, regardless of their particular conditions, to be welcomed and educated in mainstream schools. Attention will be paid to issues such as access, assessment of support needs, the curricular proposal, modalities and types of support, transitions, family participation, and initial and in service teacher training. We conclude with some reflections on the threat that the advance of neoliberal and conservative policies poses to the progress of inclusive education.

Key words: inclusive education, rights, students with support needs, special education schools, assessment, levels of support, family participation, initial training, in service training.