Rebeca Soler


Changes that occur after the implementation of new education legislation do not always have negative aspects that involve changes at the organizational level of schools. With increasing frequency, we find in our Elementary and High School classrooms students with different learning difficulties and diverse ethnic backgrounds. Many immigrants continually arrive in our country during different periods of the academic year and are incorporated in the academic course according to their age. They do not know Spanish and cannot follow normal lessons. Our Spanish Organic Act of Education (2006) focuses on all educational levels but pays particular attention to these students who really require specific educational attention. It pursues the incorporation of these groups in the education system depending on their capabilities and needs. To provide them with all the attention required, our education systems need specialists to teach these students. Most of the decisions undertaken are adopted regarding the psycho-pedagogical assessment that the counsellor performs. This procedure implies an improvement on previous legislation in the treatment of students with disabilities. Until 2006, the regulations which the Spanish education system had developed education in all compulsory levels consisted of four education acts: General Act of Education (1970), Organic Act Regulating the Right to Education (1985), Act for the General Organisation of the Education System (1990) and Organic Act of Participation, Evaluation and Government Schools (1995). Yet, even with all the implementations prescribed by the still Organic Act 2 / 2006, of 3rd of May, of Education (2006) in Spain, have we reached school inclusion in publicly founded schools?

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European Scientific Journal (ESJ)


ISSN: 1857 - 7881 (Print)
ISSN: 1857 - 7431 (Online)


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