“Easier said than done”

Authors

  • Gerardo Echeita Sarrionandía Universidad Autónoma de Madrid

Keywords:

Educational and social inclusion, Concepts and attitudes, Special education, Emotions

Abstract

This article refl ects upon some of the causes that explain the breach between our espoused values and intentions and the educational and social inclusion of the most vulnerable as well as the politics and practices that should sustain it. Enduring concepts on special education are analysed from a psychosocial perspective together with their underlying beliefs. These concepts, still strongly anchored in the minds of many teachers, specialists and educational administrative personnel, need to be reconstructed in order to narrow the gap between what is espoused and what actually happens in practice in many classrooms and educational centres. This article proposes the modifi cation of these beliefs and implicit representations through a progressive process of making them explicit and then reorganizing them in powerful theories more coherent with espoused values. This is recommended as an issue of vital importance for achieving change and improvement in the desired direction. That is, to create a more inclusive and better quality education system aimed at ensuring equal opportunities for all students.

Author Biography

Gerardo Echeita Sarrionandía, Universidad Autónoma de Madrid

Licenciado en Filosofía y Ciencias de la Educación, Doctor en psicología. Profesor Titular del Departamento Interfacultativo de Psicología Evolutiva y de la Educación en las Facultades de Psicología y Formación de Profesorado de la Universidad Autónoma de Madrid.

Published

2007-11-01

How to Cite

Echeita Sarrionandía, G. (2007). “Easier said than done”. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 1(1), 29–36. Retrieved from https://revistainclusiva.ucentral.cl/revistainclusiva/article/view/1_1_003

Issue

Section

Temática Libre