Inclusive education
This workstream is linked to the task of recognizing and valuing human diversity in all its dimensions and intersections in the educational framework. It aims to overcome the situations of discrimination and injustice that, unfortunately, many children, youth and adults suffer for different reasons: personal, social, cultural, or economic, among many others.
The thematic axes of this line of work are:
- Equity and inclusive education: evaluation and improvement of educational cultures, policies and practices.
- Initial and permanent teacher training on educational inclusion.
- Universal Learning Design and its applicability in educational processes.
- Inclusion / Exclusion processes in Higher Education institutions.
Concerning these axes, the following projects are being developed:
“Blended learning in schools: an universal design approach”. Research funded by the European Union within the ERASMUS + Call (2021-2024). Essentially focused on adapting Universal Learning Design in hybrid teaching contexts, especially in secondary school. In addition, materials and instruments are being generated so that teachers have enough tools to adapt any subject to a hybrid teaching environment based on Universal Learning Design.
“Strategies and actions of the universities in favor of the Teaching and Research staff with disabilities”. Developing in collaboration with the ONCE Foundation.
“Support networks in the university inclusion of gypsies”, financed by the Cátedra Cultura Gitana from the University of Alicante. The project is focused on knowing the networks and organizations that support this group to access the university.
“Shared teaching: a tool for inclusive education in collaboration with the CRIF Las acacias”, an action-research so that from the university they can train in co-teaching and observe its impact in relation to inclusive education.
Publications 2021
Publications 2020
Publications 2019
Publications 2021
- Chieppa, M. A., & Sandoval, M. (2021). A sobre-representação dos estudantes de minorias culturais e linguísticas nos percursos de educação especial: uma revisão da literatura na Europa. Revista Educação Especial, 34, e67/1–25. https://doi.org/10.5902/1984686X67417
- Cuesta, J. L., Sánchez, S., Vázquez, S. S., Sancho, S., & Orozco, M. L. (2021). The use of videogames as digital leisure among people with autism spectrum disorder. Siglo Cero Revista Española sobre Discapacidad Intelectual, 52(3), 101-117.
- Echeita, G., Simón, C. Sandoval, M. Muñoz, Y. (2021) Developing learning and participation in schools: using the Index for inclusion in Spain lessons learned and common challenges. https://doi.org/10.1504/IJLC.2021.10041611
- Falla, D., Sánchez, S., & Casas, J. A. (2021). What do we know about bullying in schoolchildren with disabilities? A systematic review of recent work. Sustainability, 13(1), 416.
- Hernández, D. J., Requena, P. S., & Fuentes, S. S. (2021). Estudio acerca de las opiniones del profesorado universitario en la Región de Murcia sobre la formación de métodos activos. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2).
- Márquez, C. & Melero-Aguilar, N. (2021). What are their thoughts about inclusion? Beliefs of faculty members about inclusive education. Higher Education. https://doi.org/10.1007/s10734-021-00706-7
- Márquez, C., Sandoval, M., Sánchez, S., Simón, C., Moriña, A., Morgado, B., Moreno-Medina, I., García, J. A., Díaz-Gandasegui, V. y Elizalde San Miguel, B. (2021). Evaluación de la inclusión en educación superior mediante indicadores. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(3), 33-51. https://doi.org/10.15366/reice2021.19.3.003
- Sandoval, M., Morgado, B., & Doménech, A. (2021) University students with
disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments, Disability & Society, 36:5, 730-749, https://doi.org/10.1080/09687599.2020.1751078 - Sandoval, M., Muñoz, Y. y Márquez, C. (2021). Supporting schools in their journey to inclusive education: review of guides and tools. Inclusive Education. https://doi.org/10.1111/1467-9604.12337
- Simón, C. Echeita, G., Sandoval, M. y de Dios, M. J. (2021). Creación de una estructura
colaborativa entre el alumnado, docentes e investigadores: Impacto en la mejora
docente. Revista Latinoamericana de Educación Inclusiva, 15(2), 97-110. https://doi.org/10.4067/S0718-73782021000200097 - Verdugo, M. A., Vicente, E., Guillén, V. M., Sánchez, S., Ibáñez, A., & Gómez, L. E. (2021). A measurement of self-determination for people with intellectual disability: Description of the AUTODDIS Scale and evidences of reliability and external validity. International Journal of Developmental Disabilities, 1-10.
Publications 2020
- Azorín, C. y Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58-76. https://doi.org/10.1080/13603116.2018.1450900
- Bui, L., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M., Echeita, G. y Messiou, K. (2020) Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal. https://doi.org/10.1177/1474904120953241
- González Castro, J. L. G., Blázquez Arribas, L., Sánchez Fuentes, S. y Alcalde Peñalver, E. (2020). En-abilities: herramientas online para el aprendizaje de inglés en adultos con necesidades educativas especiales. En E.J. Díez Gutierrez y J. R. Rodríguez Fernández (Coord.), Educación para el Bien Común: hacia una práctica crítica, inclusiva y comprometida socialmente (pp. 978-989). Barcelona: Octaedro.
- Márquez, C., & Melero-Aguilar, N. (2020). Advancing towards inclusion: recommendations from faculty members of Spanish universities. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2020.1858977
- Moriña Díez, A., Márquez Vázquez, C. y Álvarez, E. (2020). Redes Personales de Estudiantes con Discapacidad en la Universidad. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 23(2). https://doi.org/10.6018/reifop.410261
- Moriña, A., Sandoval, M. y Carnerero, F. (2020). Higher education inclusivity: When the disability enriches the university. Higher Education Research & Development, 1-15. https://doi.org/10.1080/07294360.2020.1712676
- Muñoz Cutuli, L., Vega Marcos, R. y Díaz del Cueto, M. (2020). Validación de un instrumento sobre conocimiento táctico-ofensivo para jugadores con discapacidad intelectual. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 20(79), 487-506. https://doi.org/10.15366/rimcafd2020.79.007
- Sandoval, M. y Messiou, K. (2020). Students as researchers for promoting school improvement and inclusion: a review of studies. International Journal of Inclusive Education, 1-16.
- https://doi.org/10.1080/13603116.2020.1730456
- Sandoval, M. L., Morgado, B. y Doménech, A. (2020). University students with disabilities in Spain: faculty beliefs, practices and support in providing reasonable adjustments. Disability & Society, 1- 20. https://doi.org/10.1080/09687599.2020.1751078
- Sandoval, M. y Echeita, G. (2020). ¿Qué me ayuda a aprender y participar?: Herramientas para recoger las voces de los estudiantes. Revista de Educación Inclusiva, 13(1), 12-27.
- Vicente, E., Mumbardó-Adam, C., Guillén, V. M., Coma-Roselló, T., Bravo-Álvarez, M. Á., & Sánchez, S. (2020). Self-determination in people with intellectual disability: The mediating role of opportunities. International Journal of Environmental Research and Public Health, 17(17), 6201.
Publications 2019
- García-Gamuz, J. A. y Moreno-Medina, I. (2019). La importancia de la participación del alumnado para una universidad inclusiva. En C. Márquez (Ed.), ¿Avanzamos hacia universidades más inclusivas? De la retórica a los hechos (pp. 161-180). Madrid: Dykinson.
- García-Peinado, R. (2019). Hacia una escuela infantil de calidad. Estudio de los factores asociados a Centros de Educación y Atención a la Primera Infancia (EAPI) (PhD Thesis). Universidad Autónoma de Madrid, Madrid, España.
- Martín-Almaraz, R. A. y Sánchez-Fuentes, S. (2019). Buenas prácticas en la educación superior basadas en el diseño universal como marco de referencia. En C. Márquez-Vázquez (Ed.), ¿Avanzamos hacia universidades más inclusivas? De la retórica a los hechos (pp. 121-138), Madrid: Dykinson.
- Márquez-Vázquez, C. y Sandoval, M. (2019). Claves para promover la inclusión en la educación superior. En C. Márquez (Ed.), ¿Avanzamos hacia universidades más inclusivas? De la retórica a los hechos (pp. 45-59). Madrid: Dykinson.
- Márquez-Vázquez, C. (2019). ¿Avanzamos hacia universidades más inclusivas? De la retórica a los hechos. Madrid: Dykinson.
- Rappoport, S., Sandoval, M., Simón, C. y Echeita, G. (2019). Understanding inclusion support systems: three inspiring experiences. Cultura y Educación, 31(1), 120-151. https://doi.org/10.1080/11356405.2019.1565250
- Sánchez, S., Rodríguez, H. y Sandoval, M. (2019). Descriptive and comparative analysis of School Inclusion through Index for Inclusion. Psychology, Society, & Education, 11(1), 1-13. https://doi.org/10.25115/psye.v10i1.653
- Sandoval, M., Simón, C. y Echeita, G. (2019). A critical review of education support practices in Spain. European Journal of Special Needs Education, 34(4), 441-454. https://doi.org/10.1080/08856257.2018.1533094
- Sandoval, M., Simón, C. y Márquez-Vázquez, C. (2019). ¿Aulas inclusivas o excluyentes?: barreras para el aprendizaje y la participación en contextos universitario. Revista Complutense de Educación, 30(1), 261-276. https://doi.org/10.5209/RCED.57266
- Sandoval, M., Márquez-Vázquez, C., Simón, C. y Echeita, G. (2019). El desempeño profesional del profesorado de apoyo y sus aportaciones al desarrollo de una educación inclusiva. Publicaciones, 49(3), 251-266. https://doi.org/10.30827/publicaciones.v49i2.v49i3.11412