Abstract
The purpose of educational resilience is to understand why some students from adverse environmental backgrounds and communities succeed while others from equally adverse conditions do not. Resilience must not be regarded as an exclusive attribute of students but as the intertwined relationship between children’s abilities and the abilities of individuals within their family, school and social contexts. This proposal of an ecological risk/resilience model in special education is derived from the resilience perspective and is based on Bronfenbrenner’s (1994) ecological model of development, and contributions in the study of resilience (Rutter, 1993). This proposed model lays the foundation for specific assessment/intervention program development focused on altering the way special education students interact with different people and within different contexts, in order to promote resilient behaviors in the actors involved in their academic achievement and adaptation, and educational inclusion. A special emphasis is made on early intervention, when children start schooling and may face academic risks due to their special educational needs. The basis for this model, the dynamics of implementation and the main results are described.
Highlights
IntroductionThe importance of special education field is noticeable worldwide, and individual with special educational needs
The importance of special education field is noticeable worldwide, and individual with special educational needsHow to cite this paper: Acle-Tomasini, G., Martínez-Basurto, L
In addition to the continuous communication established from the very beginning, teachers were offered a workshop aimed at learning special education objectives and the characteristics of special education categories, those that occur in the classroom
Summary
The importance of special education field is noticeable worldwide, and individual with special educational needs. How to cite this paper: Acle-Tomasini, G., Martínez-Basurto, L. An important change in special education has been the notion that, for diagnosis, control and suppression, disability should be defined based on the description of personal characteristics, and on the interaction between individuals’ characteristics and particular challenges in every environment that shape them. A way to address educational work is to study gifted individuals or individuals with special educational needs in view of this complex interaction with the environmental forces surrounding them (Acle-Tomasini, 2006). Special education will be always related to political, social, and cultural contexts, and the definition of normalcy will depend on the reference points of social, peer, and family groups, as well as the specific circumstances (Gargiulo, 2012)
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