Mental Health and Inclusion Seen from the Children's and Teachers' Perspectives: A Case Study in Spain

Autor/inn/en	Pérez-Parreño, Miriam; Padilla-Petry, Paulo
Titel	Mental Health and Inclusion Seen from the Children's and Teachers' Perspectives: A Case Study in Spain
Quelle	In: Educational Research and Reviews, 13 (2018) 6, S.188-196 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Mental Health; Inclusion; Case Studies; Elementary Schools; Semi Structured Interviews; Questionnaires; Attitude Measures; Mental Disorders; Psychopathology; Teacher Attitudes; Elementary School Teachers; Elementary School Students; Special Needs Students; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Ausland; Psychohygiene; Inklusion; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Fragebogen; Mental illness; Geisteskrankheit; Psychopathologie; Lehrerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Schülerverhalten; Spanien
Abstract	Inclusive school requires the coexistence of what is perceived as normal and what is seen as pathologically different. Considering the growing pathologization of childhood, attempt is made to know the view of the students that do not have any diagnosed mental disorder on the ones that do have and the teachers' view on the inclusion of these children. A case study was conducted in a Spanish public primary school that has an inclusive pedagogical project. Semi-structured interviews and questionnaires were used to explore the participants' views on the inclusion of children with mental health disorders. The results show that the psychopathological disorders work as differentiating elements, although most of the children have shown an openly integrative and empathic attitude. The teachers pinpoint the difference in the children that have a diagnosis of mental disorder and fail to recognize or question the pathologization of the childhood, its consequences and the role of the school. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01