Analysis and evaluation of the inclusive model in infant and primary centre support systems

Abstract

The functioning and organization of support
systems in Infant and Primary Education
Centres in the Valencian Community
are studied in this study. Specifically, this
research looks at the question of to what
degree these centres contribute to the
provision of an inclusive system which is
accessible for everyone. Twenty-four professionals
from four different centres, all
of which use different schooling methods,
participated in this study. To collect the
data, qualitative methods, such as interviews,
observation and analysis of documents,
were used. According to the data
obtained, the support systems are not
comprehensively tailored towards inclusivity.
The study carried out showed that certain
elements of organization of inclusivity
are present. However, there are other elements
that remain far from the standards
of inclusivity required in modern schooling,
among which we can find the type of

student who receives educational support;
the place in which this support is given
and the way in which the students are
grouped together. In conclusion, in spite
of obvious advances in the support model
for inclusivity, there is still an extremely
traditional concept of this support focused
principally on the students.