Educational best practices as a driving force for change in the attention of students with rare diseases
Abstract
Inclusive good practices are successful actions or experiences that can be replicated to ensure educational quality for all. However, there is a paucity of data that identify what characteristics these practices should include to support students within an inclusive educational centre. This paper presents the meaning of good inclusive educational practices with special attention to students affected by rare diseases. The aim is to identify and characterise good practices within the framework of an inclusive school. A qualitative methodology is used and, as of different case studies from eight autonomous regions, it is introduced how participants conceptualise in general inclusive practices, and in particular with students with rare diseases. The results highlight the complexity and heterogeneity of the concept of good practices, the involvement of schools by introducing changes in their organisation and functioning, in the supports and in the organisation and methodologies of the classroom. However, these actions need to be extended to the entire educational system, with a profound change in its structure. And further work needs to be done to find out what are the best practices for teacher training based on inclusive education.
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