ABSTRACT

In response to the challenges of the global Education 2030 Agenda (i.e. to guarantee inclusive and equitable quality education for all), this study was designed to ascertain to what extent inclusive education policies are applied in public primary schools in Catalonia (Spain). The objective was to identify the level of inclusion (LI) of the schools through an online questionnaire, and to determine the relationship of LI to the students’ academic performance in the schools, as measured by the Catalan external evaluation exam in their last year of primary education. Our findings showed advances in applying more inclusive education in the 615 participating schools. On ascertaining the LI we classified the schools according to levels of consolidation of inclusive practices, identifying both the most well-established areas and barriers to inclusion. Hence we obtained a wide spectrum of the application of inclusion in the Catalan education system. The study also showed that there was no relationship between inclusive practices and pupils’ academic performance in the schools taking part. The rigour of the procedures used and the breadth of the sample can promote evidence-based practices for the development of policy in the Catalan education system and internationally.

摘要

为应对《2030年全球教育议程》的挑战（即为了确保所有人的全纳包容和公平的优质教育），本研究旨在确定加泰罗尼亚（西班牙）的公立小学在何种程度上采用全纳教育政策。目的是通过在线问卷调查来确定学校的包容性（LI），并确定LI与学生在学校的学业成绩之间的关系（以加泰罗尼亚语外部评估考试在2006年的最后一年进行衡量）小学教育。我们的研究结果表明，在615所参与学校中应用了更多的全纳教育。在确定LI时，我们根据融合实践的整合程度对学校进行了分类，同时确定了最完善的领域和包容性障碍。因此，我们在加泰罗尼亚语教育系统中获得了广泛的包容性应用。研究还表明，参与学校的包容性实践与学生的学业成绩之间没有关系。所用程序的严格性和样本的广度可促进加泰罗尼亚教育系统和国际上制定政策的循证实践。