Just like this great oak, which can shelter many people under its canopy, we are establishing a Spanish website collaborative to receive knowledge and experiences from schools and research teams around inclusive education.
Much of this knowledge has been generated from engagement with the Index for Inclusion through its three editions. The Index has been an inspirational source for all of us - an essential 'nutrient' for an educative action supported by inclusive values and principles.
Again, like this great oak, we would like to become ourselves a point of gathering, where teachers and research teams from Spain and Latin America - who want to work towards the 'horizon' of a more inclusive educative system - can meet. Such a vision for an education system of this kind is one of the mechanisms by which to move to a more inclusive and equitable society.
In the following sections we show briefly the work we have been doing and some of the ideas from the Index that have guided this. Also, you can find here the links to contact us and share - if you want - your ideas, experiences or concerns about this topic.
Index translation and adaptation?
The Index for Inclusion was first translated in Spain into Spanish in 2002, when it was in its second edition. This translation, along with the adaptation to the country’s context were made by the University Committee for Inclusive Education (Consorcio Universitario para la Inclusión Educativa), which comprises three universities: the Autonomous University of Madrid (Universidad Autónoma de Madrid), the University of Barcelona (Universidad de Barcelona) and Ramon Llull University (Universitat Ramon Llull). This Committee has disseminated the Index to different Autonomous Communities of Spain and Latin America.
Not long afterwards, the Index was translated into Catalonian by the team from University of Barcelona, as well as into Basque by the Department of Education in the Basque Government, who also made a translation to Spanish.
There is also a version in Latin America and the Caribbean which was completed by the Regional Office of Education of UNESCO’s Latin American and Carabian branch (Oficina Regional de Educación de la UNESCO para América Latina y el Caribe, OREALC).
Also, there is a Spanish version of the Index for Inclusion: developing play, learning and participation in early years and childcare, written by Tony Booth, Mel Ainscow and Denise Kingston, that was translated by members of the Instituto Universitario de Integración en la Comunidad (INICO).
Currently researchers from the Autonomous University of Madrid and the University of Alcalá de Henares are translating the third edition of the Index for Inclusion into Spanish. It is intended that this translation will be published at the end of 2013. This will be developed in partnership with the Red para la Colaboración para la Educación Inclusiva y Social (Red CIES), the Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), and the Fundación Hogar del Empleado (FUHEM). Also, the research team at the Catholic University of Valencia (Universidad Católica de Valencia) in the Autonomous Community of Valencia plan to translate it to the Valencian dialect.
The second edition of the Index was disseminated throughout Spain in three ways:
- Publications (articles and book chapters)
- Training and support for preschools, primary and secondary schools in for example, Madrid, Catalonia, Andalusia, the Basque Country and Valencia
- Training of future teachers and other professionals such as psychology students enrolled in university partners at undergraduate and postgraduate levels.
The third edition will be distributed in the same ways as above, with the valuable addition of ICT and social networking.
The Index in use
Firstly, the Index has been used as a source of reference and to support the development of an inclusive language for school improvement drawing on:
Inclusive values and principles
- The concept of support for student diversity so that teaching and learning considers all rather than some children and young people
- Dimensions of analysis for school development involving presence, learning and participation and school cultures, policies and practices
- Identifying resources and barriers in schools and communities rather than special educational needs
We have used these ideas to question who is at risk of exclusion and marginalization, to find explanations and to intervene to reduce excluding processes. We have used indicators and questions according to the needs and concerns of each school to engage in reflection and action about how these can be addressed.
Preliminary work conducted with the new third edition with teachers from a number of schools has demonstrated the positive effect that reflection on individual and shared values can have. These reflections are an instrument to initiate and support processes of school improvement and innovation, and to put inclusive values into action.
We have created a website to build awareness of the Index, and to encourage its use. It also serves as a meeting point for schools and professionals, and facilitates the exchange of experiences.
Stories from education settings
Some of the experiences in Spanish schools can be found at the links and published material here.
Reports of the use of the Index
Some of the publications related to the Index for Inclusion, are available here.
Website link for Spain
Who to contact
Consorcio para la Educación Inclusiva:
Read a version of this page in Spanish.