Abstract
SPIRALS program was designed in accordance with the inclusive Universal Design for Learning approach and the social cognitive model of self-regulated learning. This project aims to promote cognitive, emotional, and behavioral engagement among elementary students, and especially those at high risk of dropping out (such as Roma students). To test the efficacy of the program, an intervention study was performed for four months within a truly inclusive learning environment, involving the whole classes. A quasi-experimental pre-test/post-test design with a control group (n = 63) and an experimental group (n = 57) was used. The dependent variables were student engagement (cognitive, emotional, and behavioral), academic self-concept, perceived climate of support, reading comprehension, and academic performance. Students in the experimental group exhibited statistically significant improvements compared to the control group in six of the seven dependent variables analyzed (behavioral and emotional engagement, academic self-concept, perceived climate of support, reading comprehension, and academic performance). Further, the magnitude of differences tended to be larger in student engagement, perceived climate of support, and reading comprehension than in academic self-concept or academic performance. These results provide evidence supporting the usefulness of intervention programs aimed at promoting student engagement, specifically among students at higher risk of failure or dropout.
Highlights
Schools are currently facing the challenge of adopting an inclusive perspective when attending to students, who are increasingly diverse in terms of capabilities, motivations, and ethnic and cultural backgrounds; ensuring that they feel listened to, included, and valued [1,2]
There are several projects towards Roma children’s educational inclusion [13], Roma people’s contribution to society at large is not yet integrated into the school curriculum, despite being the largest minority in Europe, and one of the most impoverished, segregated and persecuted through history [14]. Since they arrived in Spain around six centuries ago, Roma children have been initially excluded from education and segregated in special schools
We believe that fostering Roma students’ school engagement is likely to help them grow their competencies and increase their educational attainment, which will lead to better human development outcomes
Summary
Schools are currently facing the challenge of adopting an inclusive perspective when attending to students, who are increasingly diverse in terms of capabilities, motivations, and ethnic and cultural backgrounds; ensuring that they feel listened to, included, and valued [1,2] In this regard, Europe has recently set an objective for sustainable development focused on ensuring inclusive, equitable, and quality education [3]. There are several projects towards Roma children’s educational inclusion [13], Roma people’s contribution to society at large is not yet integrated into the school curriculum, despite being the largest minority in Europe, and one of the most impoverished, segregated and persecuted through history [14] Since they arrived in Spain around six centuries ago, Roma children have been initially excluded from education and segregated in special schools. We believe that fostering Roma students’ school engagement is likely to help them grow their competencies and increase their educational attainment, which will lead to better human development outcomes
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