Educación Inclusiva del Alumnado Inmigrante: Lecciones desde Estados Unidos, Canadá y Australia

• Autores: Diana Valero Errazu, Teresa Plaja Viñas
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 7, Nº. 3, 2017 (Ejemplar dedicado a: October), págs. 316-338
• Idioma: español
• DOI: 10.17583/remie.2017.2946
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 2 Citas
• Resumen

  • Muchos programas, en España o Europa, entienden al alumnado inmigrante como un colectivo homogéneo, aplicando soluciones iguales a todos, sin lograr promover su inclusión socio-educativa. Sin embargo, algunos países anglosajones observan diferencias en este grupo que influyen en su éxito educativo e inclusión social y cuyo conocimiento puede ayudar a promover actuaciones que atiendan mejor a esta población. El artículo describe y analiza el concepto de estudiante con escolaridad formal limitada o interrumpida y discute los factores que la escuela tiene en cuenta para fomentar su inclusión socio-educativa, abogando por una intervención holística que tenga en cuenta este alumnado necesita mucho más que centrar su aprendizaje únicamente el nuevo idioma, por ejemplo el apoyo social para superar los problemas socioemocionales que les acompañan.  Resulta especialmente relevante para España y Europa, pues recientemente acuden cada vez más alumnos con estas características a nuestras escuelas.

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