https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

How we Think

Human beings are described by many spiritual traditions as ‘blind’ or ‘asleep’ or ‘in a dream.’ These terms refers to the limited attenuated state of consciousness of most human beings caught up in patterns of conditioned thought, feeling and perception, which prevent the development of our latent, higher spiritual possibilities. In the words of Idries Shah: “Man, like a sleepwalker who suddenly ‘comes to’ on some lonely road has in general no correct idea as to his origins or his destiny.” In some religious traditions, such as Christianity and Islam, the myth of the ‘Fall from the Garden of Eden’ symbolizes the loss of the primordial state through the veiling of higher consciousness. Other traditions use similar metaphors to describe the spiritual condition of humanity:

The Human Condition.

The third way: the renewal of social democracy

by Tony Booth and Mel Ainscow, Bristol, Centre for Studies on Inclusive Education (CSIE), 2011, 190 pp., £23.00, ISBN 978-1-872001-68-5 This is the third and “Green” edition – and the best yet. It ...

Index for inclusion: developing learning and participation in schools

Inclusive education is hard to implement in secondary schools. Probably, one of the determining factors lies in teachers' initial  training that determines their attitude, identity and professional practice. This research analyses the initial teacher education programmes for Secondary Education, Higher Secondary Education, called bachillerato in Spain, and Vocational and Artistic training in the five best valued Spanish universities in the education field, according to the ranking I-UGR, after the European convergence process in the European Higher Education Area. The study analyses the national regulations that govern this training. A quantitative study was conducted to examine the number of credits dedicated to inclusive education and also a review of the contents of these subjects was carried out. The study concludes that this initial teacher training provides sufficient theoretical basis regarding the conceptualization of inclusive education and the skills to deal with the tutorship and academic and professional orientation. However, important limitations in training prevent future teachers from identifying students’ and context’s special educational needs, and the attention to diversity through different methods and curriculum adaptations.

/pdf/an-attack-on-inclusive-education-in-secondary-education-4cz0vfczmt.pdf

An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

Clinical and logopaedic results of simultaneous and sequential bilateral implants in children with severe and/or profound bilateral sensorineural hearing loss: A literature review.

This article analyses the educational inclusion of students with severe and permanent disabilities in the different autonomous communities of the Spanish State. After describing the Spanish socio-economic context, a comparative analysis is carried out based on the following indicators: the conception of severe, permanent disabilities; the regulation framework; responsibility of schooling and provision of services; identification and assessment of flaws; incidence in the population; curricular proposals (model and modalities of support); specific centers and units; human and material resources; the role of families and funding. The analysis of the implemented policies concludes by pointing out the challenges which should influence future improvements in order to accomplish real educational equality.

/pdf/students-with-severe-permanent-disabilities-and-their-1tcod9u23g.pdf

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain.

Educación Inclusiva para la Ciudadanía Europea: el doble itinerario

This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants’ age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree’s four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students’ attitudes.

/pdf/future-pedagogues-attitudes-and-knowledge-about-inclusive-4yqx70gmy1.pdf

Manuel López-Torrijo

Papers

An Attack on Inclusive Education in Secondary Education. Limitations in Initial Teacher Training in Spain

Clinical and logopaedic results of simultaneous and sequential bilateral implants in children with severe and/or profound bilateral sensorineural hearing loss: A literature review.

Students with Severe, Permanent Disabilities and Their Educational Inclusion in Spain.

Educación Inclusiva para la Ciudadanía Europea: el doble itinerario

Future Pedagogues' Attitudes and Knowledge about Inclusive Education in Spain: An Exploratory Study