DIVERSITY

  In 2020, El Proyecto de la Ley Orgánica (LOMLOE) was published to be implemented into classrooms across Spain. The purpose of this law was to improve upon the previously existing law, La Ley Orgánica de Educación (LOE), which was put into effect in 2013. The LOMLOE has the intention of improving attention to diversity through inclusion and wants to aid students with special education needs in being able to live in our globalized and technologically advanced society. However, there are many controversies surrounding this law and its implementation in Spanish classrooms.  In theory, this law is amazing for all students, teachers and administrators within the Spanish educational system. However, the government failed to address the needs of implementing this law into the system. Primarily, the law continues the exclusion of students with special education needs, rather than contributes to their inclusion within the classroom. As we have learned in class, the inclusion of all ...

  Part A. With the help of the information in the document "Decree of attention to diversity" explains the following aspects. In addition, you must relate it to the attention to students from Ukraine:  • The action of the educational center regarding the diversity of the student body, the Attention Plan for Diversity and the general actions for the attention to the diversity of the student body. (Kari) - presentation of motives The action of the educational centers is to give an education to all students including those with disabilities, they want to make sure that the education is adequate and appropriate for all students in relation to their characteristics and disabilities. The idea of the plan for diversity is to provide additional support for students who may need them in order to provide this education. It also says that they want to provide an individualized education for all students in order to create a successful educational experience for all students. For student...

  INCLUSIVE EDUCATION • How does inclusive education benefit non-disabled students?  Several recent reviews have found that, in most cases, the impacts on non-disabled students of being educated in an inclusive classroom are either neutral or positive A study of around 1,000 primary-school students in Indiana found positive impacts of inclusion on the progress of non-disabled students in mathematics (Waldron & Cole, 2000). Fifty-nine percent of non-disabled students in inclusive schools had higher scores on a standardized mathematics exam compared to the previous year, while only 39% of non-disabled students in traditional schools made similar progress.  A similar review of studies by Ruijs & Peetsma (2009) also found that inclusion was generally associated with either positive or neutral effects on academic outcomes for non-disabled students. In three studies that reported positive outcomes, the researchers noted that teachers employed strategies and teaching tec...