Participation and rights of children with Specific Needs of Educational Support in Castilla y León (Spain): bridging the gap between policies and practices

Abstract

ABSTRACTThe administration of the Spanish State is based on a decentralised model consisting of 17 autonomous regions. Castilla y León represents the largest region in Spain and the third largest in the European Union. Our analysis of both national and regional (Castilla y León) legislation on the rights of children and youth with Specific Needs of Educational Support (SNES) to participate in education suggests that the relevant legislation incorporates the minimum standards proposed by various international organisations (UNCRC, UNCRPD). Nevertheless, socio-educational organisations and researchers report limitations and setbacks to the participation of children and young people in Castilla y León, which especially impact on children with SNES: no representation on Primary and Special Education School Boards, socio-economic segregation at some schools, and scarce social participation with disadvantages for girls and other vulnerable groups. In view of these challenges, we set out to ascertain the impact of legislation on the rights of children, by listening to the voices of children with SNES. Our research, a replication of a British project, is adapted to our region. We expect to perform comparative analyses, to learn from other examples of good practice, and to offer innovative proposals for international implementation and dissemination.