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dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorSagardia Iturria, Irati
dc.contributor.authorMartínez Gorrochategui, Agurtzane
dc.date.accessioned2020-06-23T14:30:10Z
dc.date.available2020-06-23T14:30:10Z
dc.date.issued2019
dc.identifier.issn0214-9753en
dc.identifier.issn2444-3581en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=152966en
dc.identifier.urihttp://hdl.handle.net/20.500.11984/1695
dc.description.abstractIkastetxe guztietan dagoen aniztasunaren aurrean, indarra hartu du kalitatezko eta ekitatezko hezkuntza inklusiboaren ikuspegiak. Artikulu honetan, ikerketa proiektu baten prozesu eta emaitzak aurkezten dira eta proiektu honetan orain arte sisteman isilduak izan diren protagonisten ahotsak jaso dira. Proiektuan parte hartu dute Gipuzkoan kokatzen den eskola bateko Lehen Hezkuntzako ikasle guztiek eta helburua izan da ezagutzea ikasleek eskolan dituzten sentimendu eta bizipenak. Horretarako, galdetegiak, ikasleen ahotsa azaleratzen laguntzen duten teknikak eta eztabaida-taldeak erabili dira. Emaitzek adierazi dute ikasleek zeresan handia daukatela eskolako kulturan, politikan eta praktiketan eta, alderdi positiboak azaleratu dituzten arren, oztopoak ere bizi dituztela eskolako parte-hartzeari eta ikaste-prozesuei dagokienez. Beraz, ikerketan honetan ikasleak entzuteko beharra baieztatzen da, eskolako bizikidetza, parte-hartzea eta ikaste-prozesuak errazteko neurriak eta estrategiak diseinatzeko.eu
dc.description.abstractInclusive education, a philosophy which advocates ensuring quality and equity for all children has become a driving force in the education movement due to diversity inside school rooms. This article presents the process and results of a research project that endeavours to contribute to the promotion of inclusive educational processes by collecting the voices of protagonists, until now silenced in the system. The aim was to involve the participation of all the students of a primary school in Gipuzkoa to know the feelings and experiences they have in school from an inclusive perspective. For those purpose questionnaires, special techniques for giving a voice to students and focus groups have been used as data collection tools. The results of the study indicate that the students as a whole, contribute interesting ideas related to the culture, practice and politics of the school and identify obstacles concerning participation and learning processes. This study confirms the need to listen to the voices of the protagonists to design measures and strategies that facilitate school life, participation and learning processes.en
dc.language.isoeusen
dc.publisherUniversidad del País Vasco = Euskal Herriko Unibertsitateaen
dc.rights© 2019 UPV/EHUen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectLehen hezkuntzaeu
dc.subjectIkasleen ahotsaeu
dc.subjectParte-hartzeaeu
dc.subjectIkaste-prozesuakeu
dc.subjectHezkuntza inklusiboaeu
dc.subjectPrimary educationen
dc.subjectStudents’ voiceen
dc.subjectParticipationen
dc.subjectLearning-processesen
dc.subjectInclusive educationen
dc.titleIkasleen ahotsak: guztiontzako eskola eraikitzeko gakoaeu
dc.title.alternativeStudents´ voice: the key to build a school for allen
dc.typeinfo:eu-repo/semantics/articleen
dcterms.accessRightsinfo:eu-repo/semantics/openAccessen
dcterms.sourceTantaken
dc.description.versioninfo:eu-repo/semantics/publishedVersionen
local.contributor.groupBerrikuntza eta esku-hartzea hezkuntza inklusiboaneu
local.description.peerreviewedtrueen
local.description.publicationfirstpage121en
local.description.publicationlastpage147en
local.identifier.doihttps://doi.org/10.1387/tantak.20479en
local.source.detailsBol. 31. zk. 1. pp. 121-147eu_ES


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Attribution 4.0 International
Except where otherwise noted, this item's license is described as Attribution 4.0 International