A swot analysis of spanish deaf bilingual education: lessons learned from insiders
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Central to the education for all policy framework is the idea of promoting quality education through the concept and principles of inclusive education. In the context of post-Dakar 2000, inclusive education may be defined as a strategic process of identifying any barriers within and around the school that hinder learning and participation of ALL children, and reducing or removing these barriers (Booth & Ainscow, 2002; Lynch, 2001; UNESCO, 2004). Despite encouraging developments in developed and developing countries, hundreds of Deaf childrenwho are especially vulnerable to exclusion and marginalisation (Hegarty, 1995; Michailakis, 1997), still receive a non-barrier free education that is largely inappropriate to their needsand human, linguistic and educational rights (Booth, 2000; UN, 2006; WFD, n.d.). The purpose of ou study was to identify and tackle significant factors, both internal and external, affecting those current existing Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free) educational provision for Deaf children can be successfully implemented and good practice promoted.
En: Broadening the Horizon: Recognizing, Accepting, and Embracing Differences to Make a Better World for Individuals with Special Needs (pp. 190-193).