Resumen

CARA-DIAZ, María; SOLA-MARTINEZ, Tomás; AZNAR-DIAZ, Inmaculada  y  FERNANDEZ-MARTIN, Francisco. Organizational analysis of school inclusion classes in France. Rev.latinoam.cienc.soc.niñez juv [online]. 2015, vol.13, n.2, pp.795-807. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.13216190814.

The objective of this study focuses on the perception of teachers from the "Classes d’Inclusion Scolaire" -CLIS- (School Inclusion Classes) of public elementary "élémentaire" - schools in Loire (France), in relation to different organizational aspects. The research includes the application of an ad-hoc instrument with 40 teachers. The authors followed a non-experimental methodology, specifically the design of a cross-sectional survey. The results capture the context of the CLIS through obtaining significant data about their typology, the number of students enrolled, the time spent by teachers in planning and implementing the classes and the level of interpersonal relationships between individual teachers and the other staff involved in the teaching-learning process of students in the CLIS.

Palabras clave : special education; school organization; inclusion.

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