Abstract
One of the phenomena that is of most concern to educational policy in Europe is immigration due to the fact that this is the source of new educational needs. This research looks at how European educational legislation deals with this topic. For this intercultural values that make inclusive education will be evaluated, we will analyze intercultural values in 32 laws. The qualitative analysis will be through the Atlas software IT using a system of categories previously validated. Among the most important conclusions drawn we can point out that all countries transmit intercultural values in their educational laws. Moreover, the most transmitted values are the primary intercultural values, (social, moral and transcendental ones).
Highlights
In the last decades, the migratory movement between continents has caused the massive growth of the population in some countries
Inclusive education emerged to respond to these new educational challenges in the Jomtien World Conference (1990) [24]
What really happens in European countries? Are such values reflected in their basic laws? Or otherwise, do the educational laws not reflect this paradigm? This research tries to respond to these questions
Summary
The migratory movement between continents has caused the massive growth of the population in some countries. This fact has been increasing new educational needs in students from those countries. This phenomenon has caused the emergence of educational challenges related to multiculturalism, immigration, attention to diversity and compensatory education [20]. Inclusive education emerged to respond to these new educational challenges in the Jomtien World Conference (1990) [24] From this moment, educational legislation began to include the concept of inclusive education. This research tries to respond to these questions To achieve this goal, we will analyze the educational laws of 32 European countries in order to know firstly, if the concept of inclusive education is included in the basic educational laws.
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