RT Journal Article
T1 Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education.
A1 Calderón-Almendros, Ignacio
A1 Moreno Parra, Jesús Javier
A1 Vila-Merino, Eduardo Salvador
K1 Educación inclusiva
K1 Niños con discapacidad
AB This article is the result of research carried out by a group of activists who advocate for the rights of children with disabilities. They are exploring new approaches to both school counselling and the fight against segregation in order to improve the situation of children in the Spanish education system. It focuses on how the psychoeducational report is a key tool for legitimising school segregation, and how deconstructing it is essential for building inclusive schools. The data analysed were collected from 100 people from all over Spain who took part in a Participatory Action Research project focused on emerging narratives on inclusive schooling. The aim of the project was to gather accounts of the experiences of pupils, families, and activist professionals who are engaged in a determined struggle to make schools inclusive. Participants were able to share their experiences, conduct their analysis through assemblies and cooperative groups, and use networking to transform existing policies, cultures, and practices. The information obtained indicates that the labels used by current psychoeducational reports are based on a clinical model and are focused on children’s deficiencies. They provide limited knowledge about the individuals involved and exercise strong social and symbolic control over them and others.
PB Taylor & Francis
YR 2024
FD 2024
LK https://hdl.handle.net/10630/36739
UL https://hdl.handle.net/10630/36739
LA eng
NO Calderón-Almendros, I., Moreno-Parra, J. J., & Vila-Merino, E. S. (2024). Education, power, and segregation. The psychoeducational report as an obstacle to inclusive education. International Journal of Inclusive Education, 28(11), 2424–2437. https://doi.org/10.1080/13603116.2022.2108512
NO https://openpolicyfinder.jisc.ac.uk/id/publication/5411
NO This work was supported by the Spanish Ministry of Science, Innovation and Universities under Grant RTI2018-099218-A-I00; and the Spanish Ministry of Science and Innovation under FPU Grant 17/00385.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 23 ene 2026