Inclusive Education in Spain: An Observational Analysis of Six Inclusive Schools in León

Abstract

This study examines inclusive education practices in six schools in Leon, Spain, through observational analysis. The research explores methodologies, pedagogical strategies, pedagogical practices, inclusive policies, institutional support mechanisms, and support systems employed to accommodate students with diverse needs, including disabilities, learning difficulties, and socio-cultural challenges. Drawing from direct observations and interviews, the study critically evaluates how inclusion is operationalized at different educational levels in Spanish public and private schools.  Findings highlight the role of psycho-pedagogical teams, curriculum adaptations, and teacher training in fostering inclusive environments. The findings also provide insights for improving inclusive education globally, particularly in multilingual and multicultural contexts. The study contributes to the discourse on inclusive education by identifying best practices and areas for improvement, emphasizing the need for continuous professional development and systemic support.