Abstract
ABSTRACT This study aims to determine the extent and manner in which the notion of death is provided for in laws regulating school curricula in Spain and the Spanish Autonomous Regions, and to identify any differences and similarities among the Regions. To this end a documentary survey of current legislation, curricular regulations and educational provision for learner diversity was conducted from a quantitative and qualitative, analytical and comparative perspective. 19 expert-selected terms relevant to death education were subjected to study. The main findings were: (a) death is present at all stages of education, but not in a planned and deliberate pattern; (b) comparison of results from the various Autonomous Regions of Spain reveals a range of different sensitivities regarding the issue. The study investigates an aspect of the curriculum that is of interest to an international audience.
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