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Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?

  • José María Fernández BataneroEmail author
  • Ana María Benítez Jaén
  • Marta Montenegro Rueda
  • Inmaculada García Martínez
Original Paper
  • 22 Downloads

Abstract

Objectives

The family of the students with Down syndrome, just as in the case of any other child, is the main party responsible for their education, and the main socializing agent, as the family is in permanent contact with the student and knows about the characteristics of the child more than anyone. The aim of this study is to provide information on the educational response that regular Spanish schools offer to the students with Down Syndrome through the parent’s and the teacher’s perceptions.

Methods

Therefore, 218 questionnaires were provided to parents of children with Down syndrome, and 22 in-depth interviews to education professionals (regular teachers of students with Down syndrome).

Results

The results indicated that the parents positively perceived the educational response offered by the schools to their children, however, although the schools shared the principles of inclusion, they differed on the manner that it was implemented, pointing to the lack of material and human resources. They also considered that the teacher’s training was appropriate.

Conclusions

In conclusion, that the families of students with Down syndrome had positive perceptions towards inclusive education of their children. However, although they shared the principles of inclusion, they disagree on the manner in which these were being implemented.

Keywords

Relationship Inclusion Down syndrome Parent Teacher Cooperation 

Notes

Acknowledgements

This research was financed by the Spanish Ministry of Economics and Competitiveness within the State Plan for the Fomenting of Scientific and Technical Research of Excellence 2013–2016 (DIFOTICYD EDU2016 75232-P).

Author Contributions

J.M.F.B.: He wrote the article, designed and executed the study, and analyzed the data. A.M.B.J: She wrote the article, designed and executed the study, and analyzed the data. M.M.R.: She wrote the article, designed and executed the study, and analyzed the data. I.G.M.: She wrote the article, designed and executed the study, and analyzed the data.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

The data described in this article contains no personal, or personally identifiable information and are not accessible to other researchers as per written agreement with participants and ethical approval. The findings reported in the manuscript are original and have not been published previously. In addition, the manuscript is not being simultaneously submitted elsewhere. Prior to conducting the study, University of Seville approved the research protocol for the study.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Teaching and Educational Organization, Faculty of Education SciencesUniversity of SevilleSevilleSpain
  2. 2.Down Syndrome of Seville AssociationSevilleSpain
  3. 3.Department of Didactic and School Organization, Faculty of Education SciencesUniversity of GranadaGranadaSpain

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