A swot analysis of spanish deaf bilingual education: lessons learned from insiders

Autor/a: MUÑOZ BAELL, Irma Mª; FERREIRO LAGO, Emilio
Año: 2009
Editorial: Denton: University of North Texas, 2009
Tipo de código: Copyright
Soporte: Digital




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).