The Reality of Self-Contained Social Inclusive Classrooms

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Author(s): Paula Hernández-Dionis (University of La Laguna, Spain)
Copyright: 2022
Pages: 10
Source title: Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
Source Author(s)/Editor(s): Olga María Alegre de la Rosa (University of La Laguna, Spain)and Luis Miguel Villar Angulo (University of Seville, Spain)
DOI: 10.4018/978-1-6684-4812-0.ch001

Keywords: Gender & Diversity / Information Science Reference / Medicine & Healthcare / Teacher Education

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Abstract

This study aims to analyze the reality of inclusive classrooms by studying music and dance schools (MDS) in the autonomous community of the Canary Islands. Teachers' growing interest in offering an adequate response to diversity in today's schools should be stimulated by providing training spaces and new methodological tools. The development of this training requires a significant revision to the curriculum. A review of applicable regulations was carried out to meet the study's objective, analyzing the proposed dimensions and completing a bibliographic review in sources of scientific interest. A series of interviews included 12 teachers from eight MDS of the five Canary Islands with official MDS. The results revealed a disparate situation. It is a challenge to develop an inclusive teaching-learning process in all its facets. Therefore, it is necessary to outline an important change in the current system, including a series of proposals to be developed in the future.

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The Reality of Self-Contained Social Inclusive Classrooms

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