La evolución de la escolarización del alumnado en Educación Especial en España: a 25 años de la Declaración de Salamanca

La Declaración de Salamanca (1994) puso de manifiesto que el aprendizaje y desarrollo integral de todo el alumnado se da en las aulas ordinarias sin excepción y, por tanto, incluyendo quienes presentan Necesidades Educativas Especiales (NEE). Se reconoce aún tensiones sin resolver en este ámbito, por ejemplo relacionadas con las modalidades de Educación Especial. El objetivo principal de este artículo es caracterizar al alumnado escolarizado en régimen especial y analizar su evolución desde la Declaración de Salamanca (1994) hasta el año 2020. Para ello se ha empleado una metodología descriptiva longitudinal a través de las estadísticas del Ministerio de Educación de España mediante técnicas gráficas y analíticas. Los resultados muestran un aumento en el diagnóstico de NEE principalmente asumido por la escuela ordinaria y pública, destacando notables diferencias entre Comunidades Autónomas. Las cifras de escolarización en centros de Educación Especial, sin embargo, se mantienen estables. Las conclusiones apuntan al riesgo que supone convertir la Educación Inclusiva en un asunto retórico, precisando de una perspectiva interseccional que permita avanzar en políticas educativas que garanticen el acceso, la participación y el éxito educativo de todo el alumnadoThe Salamanca Statement (1994) declared that the holistic learning and development of all learners takes place in mainstream classrooms without exception, including those with Special Educational Needs (SEN). Unresolved tensions are still recognized in this area, for example related to the modalities of Special Education. The main objective of this article is to characterise pupils attending special schools, and to analyse their evolution from the Salamanca Declaration (1994) to 2020. For this purpose, a longitudinal descriptive methodology has been applied to the statistics of the Spanish Ministry of Education by means of graphic and analytical techniques. The results show an increase in the diagnosis of SEN, mainly assumed by ordinary and public schools, highlighting notable differences across Autonomous Communities. The number of children enrolled in special schools, however, remains stable. Conclusions point to the risk of turning Inclusive Education into a rhetorical issue, requiring an intersectional perspective that allows progress to be made in educational policies that guarantee access, participation, and educational success for all student

Comparison of Audiovisual and Paper-Based Materials for 1-Time Informed Consent for Research in Prison: A Randomized Clinical Trial.

Importance Few studies are available on informed consent (IC) among detained persons, even with ethics being a critical aspect of prison research. In IC research, audiovisual material seems to improve understanding and satisfaction compared with conventional paper-based material, but findings remain unclear. Objective To compare audiovisual and paper-based materials for 1-time general IC for research in prisons. Design, Setting, and Participants This cross-sectional randomized clinical trial was conducted in 2 corrections facilities in Switzerland (an adult prison and a juvenile detention center). The study was conducted from December 14, 2019, to December 2, 2020, in the adult prison and from January 15, 2020, to September 9, 2021, in the juvenile detention center. In the adult prison, study participation was offered to detained persons visiting the medical unit (response rate, 84.7%). In the juvenile detention center, all newly incarcerated adolescents were invited to participate (response rate, 98.0%). Interventions Participants were randomized to receive paper-based conventional material or to watch a 4-minute video. Materials included the same legal information, as required by the Swiss Federal Act on Research Involving Human Beings. Main Outcomes and Measures The main outcome was acceptance to sign the IC form. Secondary outcomes included understanding, evaluation, and time to read or watch the IC material. Results The study included 190 adults (mean [SD] age, 35.0 [11.8] years; 190 [100%] male) and 100 adolescents (mean [SD] age, 16.0 [1.1] years; 83 [83.0%] male). In the adult prison, no significant differences were found between groups in acceptance to sign the IC form (77 [81.1%] for paper-based material and 81 [85.3%] for audiovisual material; P = .39) and to evaluate it (mean [SD] correct responses, 5.09 [1.13] for paper-based material and 5.01 [1.07] for audiovisual material; P = .81). Understanding was significantly higher in the audiovisual material group (mean [SD] correct responses, 5.09 [1.84]) compared with the paper-based material group (mean [SD] correct responses, 4.61 [1.70]; P = .04). In the juvenile detention center, individuals in the audiovisual material group were more likely to sign the IC form (44 [89.8%]) than the paper-based material group (35 [68.6%], P = .006). No significant difference was found between groups for understanding and evaluation. Adults took a mean (SD) of 5 (2) minutes to read the paper material, and adolescents took 7 (3) minutes. Conclusions and Relevance Given the small benefit of audiovisual material, these findings suggest that giving detained adults and prison health care staff a choice regarding IC material is best. For adolescents, audiovisual material should be provided. Future studies should focus on increasing understanding of the IC process. Trial Registration ClinicalTrials.gov Identifier: NCT05505058