When differences do not matter: inclusion in a Mexican primary school / Cuando las diferencias no importan: la inclusión en una escuela primaria mexicana. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Cruz-Ortiz, Maribel; Carmen Pérez-Rodríguez, M.; Jenaro-Río, Cristina; Sevilla-Santo, Dora-Esperanza; Cruz-Ortiz, Silvia
• Is Part Of: C&E, cultura y educación. Volume 28:Issue 1(2016)
• Page Start: 72
• Page End: 98
• Publication Date: 2016-01-02
• Subjects: inclusive education -- special education needs -- disability -- quality of life; inclusión -- necesidades educativas especiales -- discapacidad -- calidad de vida; Children -- Spain -- Language -- Periodicals; Language arts -- Spain -- Periodicals; Communication -- Spain -- Periodicals; Teaching -- Periodicals; Children -- Language; Communication; Language arts; Teaching; Spain; Periodicals; 372.6
• DOI: 10.1080/11356405.2015.1124549
• Languages: English
• ISSNs: 1135-6405

Abstract

Abstract: Studies show that disability is a cause of educational exclusion worldwide. Different countries adopt different views of the inclusion movement. Different variables seem to be associated with the success or failure of inclusion. This study takes place in a primary school located in Mexico. It aims to identify how inclusion is experienced by children with and without special needs, and the connections between inclusion and quality of life. Measures utilized were the questionnaire My Primary School from the Index for Inclusion and the Questionnaires on Assessment of Quality of Life for Children, self-report, and parents' report. Participants are 69 regular students and 15 students with special education needs. Self-reports from regular children and proxy reports from the mothers of the special education needs students were analysed. Results indicated that there is an association between perceived inclusion and experiencing quality of life; having special needs does not impact on scores on QoL or inclusion; educational level does not impact on perceived QoL or inclusion for special education students. These results are discussed in light of a culture that appreciates diversity.