Abstract
Theories of inclusive education usually assume the schooling of all students within the same educational contexts, focusing on presence, participation, and success. However, the current implementation of inclusive education in regular schools has encountered resistance and difficulties that have led to special education schools assuming a complementary role in ensuring that all students’ educational needs are met. In this context, the limited scope of inclusive education theories is evident. Therefore, the present case study addresses the need to develop new theories to adapt inclusive practices to a carpentry classroom workshop. Our research took place in a carpentry classroom workshop in a Catalan special education school and aimed to identify the various meanings that participants (students and teachers) give to inclusive education, especially regarding presence, participation, success, and relationships between students. The results indicate that, while literature on inclusive education is divergent, literature on the Sloyd methodology converges. In conclusion, we invite readers to consider the need for more research on inclusive education in a given context and in relation to the Sloyd educational methodology.
Highlights
Since 2015, the sustainable development goals (SDGs) have focused on ensuring a sustainable, inclusive, and resilient future for the planet and its people (United Nations, 2017) based on economic growth, social inclu‐ sion, and environmental protection
The Catalan special education schools are committed to decidedly inclusive methodologies, such as educational workshops based on experiential learning (Bandura, 1977; Dewey, 1938; Gibbs, 1988; Kolb, 2015)
In the case of Catalonia, inclusive education is governed by the Organic Law 3/2020 and the Decree 150/2017, which guarantee educational care within the framework of an inclusive system while educational care in special education schools is provided to cases that require measures of high‐intensity educational support
Summary
Since 2015, the sustainable development goals (SDGs) have focused on ensuring a sustainable, inclusive, and resilient future for the planet and its people (United Nations, 2017) based on economic growth, social inclu‐ sion, and environmental protection. 2012), special education schools play a com‐ plementary role in ensuring that all students have access to good quality education (Shaw, 2017). In Catalonia, special education schools play a com‐ plementary role to inclusive education. Given the deficiencies in the implementation of inclusive educa‐ tion, in secondary education (CERMI, 2021; Síndic de Greuges, 2021), special education schools are responsible for ensuring meaningful inclusion. They do so by enabling the schooling of students who do not require high‐intensity media but who have encountered impediments, rejection, or reluctance in mainstream schools. The Catalan special education schools are committed to decidedly inclusive methodologies, such as educational workshops based on experiential learning (Bandura, 1977; Dewey, 1938; Gibbs, 1988; Kolb, 2015)
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