Revista de educación

Se analiza la legislación educativa en este país, desde los orígenes de la educación especial hasta la actual orientación y apoyo a la educación inclusiva, que consiste en beneficiar a todos los estudiantes, tanto de educación general como especial (ya que los beneficios no deben ser para un grupo a costa del otro) y mejorar el nivel profesional de todos los adultos. No solamente es inaceptable moralmente, sino que es probable que conduzca a un fracaso de la estrategia. De forma creciente, los datos de evaluación de todos los distritos escolares y de los Estados en todo el país, a partir de iniciarse esta experiencia en Nueva York garantizan que bien aplicados, los programas de educación inclusiva benefician a todos los estudiantes discapacitados y no discapacitados, académica, conductal y socialmente. En Nueva York en 1905 se establecio uan escueal sin internado para alumnos con frecuentes índices de absentismo, delincuentes y niños incorregibles. Parte de la lógica de esta escuela era sacar a estos estudiantes de la escuela habitual beneficiaría a los que permanecieran en ella. Este modelo continuó existiendo a medida que los programas se desarrollaron y así a partir de la Ley Especial de Educación Pública de 1975 enfrentó a las escuelas pública de este estado a retos para su continuo desarrollo.This article examines the educational legislation in the United States, from the beginning of Special needs education to the orientation and support given nowadays to inclusive education. The first part focuses on the evolution, controversies, new rules and political debates related to the 94-142 Act published in 1975. This law is used as a device to present the most important debates being used as an answer to diversity in the United States. The second part goes from the legal framework to the practice by analysing inclusive education in New York City as an illustration. The article ends with a reflection about the lessons learnt from the previous analysis.Ministerio Educación CIDEBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]

The Experience of Disability in Families: A Synthesis of Research and Parent Narratives

This chapter focuses on the difficulties parents of those with intellectual disabilities face.https://digitalcommons.chapman.edu/education_books/1008/thumbnail.jp

The Judicial System & Equality in Schooling

This Article examines how the concept of equality has played out in the efforts of the courts to define student rights in several important areas. These include school prayer and flag salutation, racial discrimination and cases concerning students with learning disabilities. The Article examines how differences in these areas are first conceptualized and then addressed by the courts. This Article discusses good school practices and addresses the educational methods which have been proven to be effective. The common thread in effective educational doctrine is that programs which integrate and include students are often the most effective education method on many levels. It also discusses the Supreme Court\u27s approach to education, showing that the Court has not been clear in enunciating a policy of equality in the classroom. It concludes by requiring the law to alter its thinking in educational matters, and change its approach to one that substantially appreciates the need for equality in schools