{"id":11459,"date":"2021-09-14T13:04:04","date_gmt":"2021-09-14T11:04:04","guid":{"rendered":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/?p=11459"},"modified":"2021-09-14T16:43:56","modified_gmt":"2021-09-14T14:43:56","slug":"leducacio-inclusiva-a-catalunya","status":"publish","type":"post","link":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/actualitat\/leducacio-inclusiva-a-catalunya\/","title":{"rendered":"L\u2019educaci\u00f3 inclusiva a Catalunya"},"content":{"rendered":"

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L\u2019educaci\u00f3 inclusiva a Catalunya<\/a><\/em><\/p>\n

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El S\u00edndic demana el tancament progressiu dels centres especials i la redefinici\u00f3 dels EAP (Diari de l’Educaci\u00f3)<\/a><\/h6>\n
<\/div>\n
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El S\u00edndic de Greuges presenta un informe sobre educaci\u00f3 inclusiva a Catalunya on identifica els dotze principals obstacles per al seu desenvolupament. M\u00e9s que falta de recursos, que tamb\u00e9, apunta que el model necessita un canvi de mirada a tots els nivells: administraci\u00f3, serveis educatius, centres, docents i fam\u00edlies.<\/em><\/p>\n<\/div>\n<\/header>\n

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L\u2019escola inclusiva no progressa adequadament. Aix\u00ed ho constata\u00a0L\u2019educaci\u00f3 inclusiva a Catalunya<\/a>, un informe de 88 p\u00e0gines elaborat en el marc del Pacte contra la Segregaci\u00f3 Escolar que el S\u00edndic de Greuges ha presentat aquest mat\u00ed al Parlament de Catalunya. L\u2019informe s\u2019ha treballat en una comissi\u00f3\u00a0ad hoc\u00a0creada en el marc del Pacte, amb la participaci\u00f3 del Departament d\u2019Educaci\u00f3, experts i representants d\u2019entitats socials. I, malgrat que l\u2019educaci\u00f3 inclusiva afecta la totalitat de l\u2019alumnat, s\u2019ha volgut centrar en la situaci\u00f3 dels prop de 30.000 alumnes que t\u00e9 Catalunya amb el que abans se\u2019n deia necessitats educatives especials (NEE) i ara se\u2019n diu necessitats espec\u00edfiques de suport educatiu (NESE) de tipus A. En s\u00edntesi, l\u2019alumnat amb discapacitat o trastorn de conducta. La principal conclusi\u00f3 \u00e9s que, malgrat que el decret 150\/2017, d\u2019escola inclusiva, va introduir un nou marc jur\u00eddic, el canvi de paradigma que havia de provocar en el sistema educatiu no s\u2019ha donat.<\/em><\/p>\n

I per qu\u00e8 no s\u2019ha donat? L\u2019informe s\u2019apressa a deixar clar que la causa no s\u00f3n \u00fanicament els recursos econ\u00f2mics.\u00a0<\/em><\/p>\n

Article sencer<\/a><\/p>\n<\/div>\n

\n
\u00cdndex
\n1. INTRODUCCI\u00d3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5<\/h6>\n

2. El model d\u2019educaci\u00f3 inclusiva a Catalunya: cap a un sistema educatiu inclusiu . . . . . .\u00a0 7
\n2.1. Els drets dels infants i adolescents a l\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . 7
\n2.2. L\u2019evoluci\u00f3 del model d\u2019atenci\u00f3 i escolaritzaci\u00f3 de l\u2019alumnat amb necessitats
\neducatives especials: de l\u2019escolaritzaci\u00f3 diferenciada en el sistema educatiu inclusiu . 9
\n2.3. Els beneficis socials i educatius de l\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . 13<\/p>\n

3. PRINCIPALS OBSTACLES ESTRUCTURALS EN LA IMPLEMENTACI\u00d3 DEL MODEL D\u2019EDUCACI\u00d3 INCLUSIVA . .\u00a0 15
\n3.1. Manca de canvi cultural de paradigma en la pr\u00e0ctica professional per a l\u2019aplicaci\u00f3
\ndel model d\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
\n3.2. D\u00e8ficits en l\u2019alineament i la corresponsabilitat dels diferents actors que
\nintervenen en l\u2019aplicaci\u00f3 del model d\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . 16
\n3.3. Insufici\u00e8ncia de recursos destinats a fer possible el nou model
\nd\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17<\/p>\n

4. EVID\u00c8NCIES DE D\u00c8FICITS D\u2019IMPLEMENTACI\u00d3 DEL MODEL D\u2019EDUCACI\u00d3 INCLUSIVA . . 19
\n4.1. L\u2019escolaritzaci\u00f3 en centres especialitzats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
\n4.2. La interseccionalitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
\n4.3. L\u2019admissi\u00f3 als centres ordinaris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
\n4.4. La detecci\u00f3 i l\u2019avaluaci\u00f3 de les necessitats espec\u00edfiques de suport educatiu . . . . . . . 44
\n4.5. Les condicions d\u2019escolaritzaci\u00f3 i la provisi\u00f3 de recursos en centres ordinaris . . . . . 50
\n4.6. El treball en xarxa i la coordinaci\u00f3 entre centres i serveis educatius . . . . . . . . . . . . 63
\n4.7. Les traject\u00f2ries educatives: la participaci\u00f3 en la formaci\u00f3 al llarg de la vida . . . . . . 70
\n4.8. L\u2019acc\u00e9s a l\u2019educaci\u00f3 m\u00e9s enll\u00e0 de l\u2019escola . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79<\/p>\n

5. RECOMANACIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
\n5.1. La promoci\u00f3 d\u2019un canvi de paradigma cultural en els professionals i les fam\u00edlies
\nper a l\u2019aplicaci\u00f3 del model d\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
\n5.2. L\u2019alineament dels diferents actors que intervenen en l\u2019aplicaci\u00f3 del model
\nd\u2019educaci\u00f3 inclusiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
\n5.3. La millora de la provisi\u00f3 de recursos destinats a l\u2019aplicaci\u00f3 del model d\u2019educaci\u00f3
\ninclusiva . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
\n5.4. La participaci\u00f3 dels infants i adolescents amb necessitats espec\u00edfiques de suport al
\nlleure educatiu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86<\/p>\n

<\/h6>\n<\/header>\n
\n

 <\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

L\u2019educaci\u00f3 inclusiva a Catalunya El S\u00edndic demana el tancament progressiu dels centres especials i la redefinici\u00f3 dels EAP (Diari de l’Educaci\u00f3) El S\u00edndic de Greuges presenta un informe sobre educaci\u00f3 inclusiva a Catalunya on identifica els dotze principals obstacles per al seu desenvolupament. M\u00e9s que falta de recursos, que tamb\u00e9, apunta que el model necessita […]<\/p>\n","protected":false},"author":4,"featured_media":11460,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[282,287],"tags":[551,88,691,397,462,768,286,207,767],"class_list":["post-11459","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-actualitat","category-recomanem","tag-alumnat","tag-discapacitat","tag-eap","tag-escola-inclusiva","tag-families","tag-legislacio","tag-nee","tag-professorat","tag-sistema-educatiu"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/posts\/11459","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/comments?post=11459"}],"version-history":[{"count":3,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/posts\/11459\/revisions"}],"predecessor-version":[{"id":11467,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/posts\/11459\/revisions\/11467"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/media\/11460"}],"wp:attachment":[{"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/media?parent=11459"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/categories?post=11459"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/serveiseducatius.xtec.cat\/altcamp\/wp-json\/wp\/v2\/tags?post=11459"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}