PETRENAS, Cristina/PUIGDELLIVOL, Ignasi/JARDI, Andrea
Qualification Affiliation:
1/UNIVERSITE DE LLEIDA (Lleida, Espagne)/2/3/UNIVERSITE DE BARCELONE (Barcelone, Espagne)
ISBN / ISSN:
ISSN 0968-7599
Année de publication:
2021
Date de publication:
01/09/2021
Résumé:
Early school leaving (ESL) is a serious concern for education authorities in many countries such as Spain. This investigation is aimed at identifying the weak points of educational support policies and making proposals to strengthen them. The article reviews more than 40 documents, including state-level and regional-level laws and regulations about educational support. The analysis of the legal framework was based on three relevant axes for the educational support configuration: support needs attribution, support strategies and agents of support. These three axes shed light on how education policies can prevent education systems from guaranteeing inclusive education. Findings show the need to de-assign the individual attribution of needs that remains directly or indirectly underpinned by Spanish regulations. Regarding support strategies, policies should foster learning acceleration rather than adaptive and low expectation strategies. Finally, more legal guidance is needed to scaffold support agents' real involvement. [Résumé d'auteur]