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21-09-2019 | Original Paper | Uitgave 9/2020

Journal of Child and Family Studies 9/2020

Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?

Journal of Child and Family Studies > Uitgave 9/2020
José María Fernández Batanero, Ana María Benítez Jaén, Marta Montenegro Rueda, Inmaculada García Martínez
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The family of the students with Down syndrome, just as in the case of any other child, is the main party responsible for their education, and the main socializing agent, as the family is in permanent contact with the student and knows about the characteristics of the child more than anyone. The aim of this study is to provide information on the educational response that regular Spanish schools offer to the students with Down Syndrome through the parent’s and the teacher’s perceptions.


Therefore, 218 questionnaires were provided to parents of children with Down syndrome, and 22 in-depth interviews to education professionals (regular teachers of students with Down syndrome).


The results indicated that the parents positively perceived the educational response offered by the schools to their children, however, although the schools shared the principles of inclusion, they differed on the manner that it was implemented, pointing to the lack of material and human resources. They also considered that the teacher’s training was appropriate.


In conclusion, that the families of students with Down syndrome had positive perceptions towards inclusive education of their children. However, although they shared the principles of inclusion, they disagree on the manner in which these were being implemented.

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