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Roca E, Fernández P, Troya MB, Flecha A. The effect of successful educational actions in transition from primary to secondary school. PLoS One 2024; 19:e0304683. [PMID: 38865381 PMCID: PMC11168638 DOI: 10.1371/journal.pone.0304683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 05/16/2024] [Indexed: 06/14/2024] Open
Abstract
While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition: positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students' perception of belongingness, and academic performance.
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Affiliation(s)
- Esther Roca
- Department of Comparative Education and History of Education, University of Valencia, Valencia, Valencian Community, Spain
| | - Pilar Fernández
- Department of Educational Sciences, University of Oviedo, Oviedo, Asturias, Spain
| | - Maria B. Troya
- Department of Sociology, Autonomous University of Barcelona, Barcelona, Catalonia, Spain
| | - Ainhoa Flecha
- Department of Sociology, Autonomous University of Barcelona, Barcelona, Catalonia, Spain
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Navarro-Mateu D, Gómez-Domínguez T, Padrós Cuxart M, Roca-Campos E. Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education. Front Psychol 2021; 12:662650. [PMID: 34220636 PMCID: PMC8244900 DOI: 10.3389/fpsyg.2021.662650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 05/19/2021] [Indexed: 11/29/2022] Open
Abstract
Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.
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Affiliation(s)
- Diego Navarro-Mateu
- Department of Inclusive Education, Community Development and Occupational Sciences, Catholic University of Valencia, Valencia, Spain
| | - Teresa Gómez-Domínguez
- Department of Inclusive Education, Community Development and Occupational Sciences, Catholic University of Valencia, Valencia, Spain
| | - María Padrós Cuxart
- Department of Didactics and Educational Organization, University of Barcelona, Barcelona, Spain
| | - Esther Roca-Campos
- Department of Comparative Education and Education History, University of Valencia, Valencia, Spain
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Díez-Palomar J, Ocampo Castillo MDS, Pascual AM, Oliver E. Adults With Special Educational Needs Participating in Interactive Learning Environments in Adult Education: Educational, Social, and Personal Improvements. A Case Study. Front Psychol 2021; 12:662867. [PMID: 34122251 PMCID: PMC8187620 DOI: 10.3389/fpsyg.2021.662867] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 05/03/2021] [Indexed: 11/13/2022] Open
Abstract
Previous scientific contributions show that interactive learning environments have contributed to promoting learners' learning and development, as interaction and dialogue are key components of learning. When it comes to students with special needs, increasing evidence has demonstrated learning improvements through interaction and dialogue. However, most research focuses on children's education, and there is less evidence of how these learning environments can promote inclusion in adult learners with SEN. This article is addressed to analyse a case study of an interactive learning environment shared by adults with and without special needs. This case shows several improvements identified by adult learners with special needs participating in this study. Based on a documental analysis and a qualitative study, this study analyses a context of participatory and dialogic adult education. From the analysis undertaken, the main results highlight some improvements identified in the lives of these adult women and men with SEN, covering educational improvements, increased feeling of social inclusion, and enhanced well-being.
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Affiliation(s)
- Javier Díez-Palomar
- Department of Linguistic and Literary Education and Teaching and Learning of Experimental Sciences and Mathematics, Universitat de Barcelona, Barcelona, Spain
| | | | - Ariadna Munté Pascual
- Social Work Training and Research Section, Universitat de Barcelona, Barcelona, Spain
| | - Esther Oliver
- Department of Sociology, Universitat de Barcelona, Barcelona, Spain
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Molina Roldán S, Marauri J, Aubert A, Flecha R. How Inclusive Interactive Learning Environments Benefit Students Without Special Needs. Front Psychol 2021; 12:661427. [PMID: 33995221 PMCID: PMC8116690 DOI: 10.3389/fpsyg.2021.661427] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2021] [Accepted: 04/07/2021] [Indexed: 11/13/2022] Open
Abstract
Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.
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Affiliation(s)
| | - Jesús Marauri
- Faculty of Psychology and Education, University of Deusto, Bilbao, Spain
| | - Adriana Aubert
- Department of Sociology, University of Barcelona, Barcelona, Spain
| | - Ramon Flecha
- Department of Sociology, University of Barcelona, Barcelona, Spain
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Álvarez-Guerrero G, López de Aguileta A, Racionero-Plaza S, Flores-Moncada LG. Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education. Front Psychol 2021; 12:662646. [PMID: 33897572 PMCID: PMC8060644 DOI: 10.3389/fpsyg.2021.662646] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 02/23/2021] [Indexed: 11/13/2022] Open
Abstract
The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students.
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Duque E, Carbonell S, de Botton L, Roca-Campos E. Creating Learning Environments Free of Violence in Special Education Through the Dialogic Model of Prevention and Resolution of Conflicts. Front Psychol 2021; 12:662831. [PMID: 33815239 PMCID: PMC8010125 DOI: 10.3389/fpsyg.2021.662831] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2021] [Accepted: 02/24/2021] [Indexed: 01/25/2023] Open
Abstract
Violence suffered by children is a violation of human rights and a global health problem. Children with disabilities are especially vulnerable to violence in the school environment, which has a negative impact on their well-being and health. Students with disabilities educated in special schools have, in addition, more reduced experiences of interaction that may reduce both their opportunities for learning and for building protective social networks of support. This study analyses the transference of evidence-based actions to prevent violence in schools - the dialogic model of prevention and resolution of conflicts (DMPRC) - in the context of a special school, and its impact on the reduction of violence, the creation of egalitarian relationships, and the prevention of bullying. A case study with a communicative approach was conducted including in-depth interviews and communicative focus groups with the diverse participants to analyze the process of transformation carried out in the school and the main actions that give students a voice in the management and creation of egalitarian non-violent relationships. The results show that the inclusion of the students' voices in the resolution and prevention of conflicts reduces violence, empowers special education students, strengthens friendship relationships, caring behavior, and active positioning among the community. The positive impact of the transference of the DMPRC to special schools contributes to students' well-being and healthy development by offering safe and protective educational spaces and quality emotional education, also contributing to the achievement of the Sustainable Development Goals related to the elimination of all forms of violence in childhood.
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Affiliation(s)
- Elena Duque
- Department of Theory and History of Education, University of Barcelona, Barcelona, Spain
| | - Sara Carbonell
- Faculty of Education, University of Girona, Girona, Spain
| | - Lena de Botton
- Department of Sociology, University of Barcelona, Barcelona, Spain
| | - Esther Roca-Campos
- Department of Comparative Education and Education History, University of Valencia, Valencia, Spain
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