The special education classroom as a modality of educational attention in ordinary centers

Abstract

The special education classroom in the ordinary center is a form of schooling aimed at a small number of students with disabilities, who spend most of their time in it, who can share recesses and other activities with the rest of the school's students. The objective of this article is to characterize this type of schooling and determine which aspects of the literature indicate the factors that facilitate or limit the functioning of these classrooms. The methodology was carried out by Boolean search to carry out a literature review of several countries that are found in this model such as Cyprus, Greece, Iceland, Portugal and Spain. In addition, within Spain this modality is analyzed in the Autonomous Communities. Once the results have been reviewed, although it is a modality that has come to the special education center, there has not been an evident change in the attention of its students. Despite the increase in these units, there has not been an increase in research on them, being one of the limitations of the few studies carried out. This evidences the need to expand the lines of research on these lines to improve the inclusion of their students with disabilities.

Keywords

• Aula de educación especial
• inclusión educativa
• modalidad de escolarización
• discapacidad intelectual
• interacción entre pares