<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162020000100299</article-id>
<article-id pub-id-type="doi">10.17227/rce.num78-10357</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La escolarización del alumnado con necesidades educativas especiales en España: un studio longitudinal]]></article-title>
<article-title xml:lang="en"><![CDATA[The Schooling of Students with Special Educational Needs in Spain: A Longitudinal Study]]></article-title>
<article-title xml:lang="pt"><![CDATA[A escolarização de alunos com necessidades educativas especiais em Espanha: um estudo longitudinal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcaraz-García]]></surname>
<given-names><![CDATA[Salvador]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arnaiz-Sánchez]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Murcia Escuela para Todos Líneas de investigación en el ámbito en Educación]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Murcia Licenciada en Pedagogía, Maestra de Educación Especial y de Audición y Lenguaje ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<numero>78</numero>
<fpage>299</fpage>
<lpage>320</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162020000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162020000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162020000100299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La educación inclusiva es un proceso que trata de eliminar las barreras que dificultan la presencia, la participación y el éxito de todo el alumnado. Una de esas barreras es la ausencia de un grupo en particular: los estudiantes con necesidades educativas especiales (NEE) en escenarios educativos ordinarios. El objetivo de este artículo de investigación es explorar el estado actual y analizar la evolución en la última década (cursos académicos del periodo 2006-2017) del tipo de escolarización de estos estudiantes, desde la perspectiva nacional y autonómica de España. Para ello, se ha recurrido a un estudio documental, concretamente, de revisión estadística de los datos proporcionados por el Ministerio de Educación y Formación Profesional, a partir de los siguientes indicadores: alumnado con NEE, alumnado con NEE escolarizado en centros específicos de educación especial, alumnado con NEE escolarizado en unidades especiales en centros ordinarios, alumnado con NEE escolarizado en contextos ordinarios y número de unidades de escolarización en modalidad no ordinaria. Los resultados muestran que, si bien en el Estado español se ha progresado mucho en la apuesta por la educación inclusiva, el número de alumnos con NEE escolarizados en emplazamientos no ordinarios se ha incrementado en los últimos años. Se concluye que es necesario promover políticas de escolarización de los estudiantes con NEE que garantice su presencia en contextos ordinarios para desarrollar una atención educativa de calidad e inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Inclusive education is a process that aims at overcoming barriers that hinder the presence, participation and success of all students. One of these barriers is the lack of access for special needs students (in English, SEN) in mainstream schools. The goal of this article is to explore the state of the art of these students' schooling in Spain as well as to analyze its evolution during the last decade (2006-2007 to 2016-2017 academic terms), from a national autonomous perspective. For this purpose, the authors conducted a documentary study focusing on a statistical review of data provided by the Ministry of Education and Vocational Training database. The research variables are the number of children with SEN, students with SEN schooling in specific special education centers, students with SE\ schooling in special units/substitutes in ordinary centers, students with SEN schooling in ordinary contexts and the number of school units in the non-ordinary system. The results show that the number of students with SEN schooling in non-ordinary contexts has increased recently, although much progress has been made in inclusive education in the Spanish state. The authors conclude that to develop quality, inclusive education, it is necessary to guarantee these students' access to ordinary contexts]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A educação inclusiva é um processo que tenta eliminar as barreiras que impedem a presença, participação e sucesso de todos os alunos. Portanto, uma barreira para a inclusão é a ausência de certos alunos, como alunos com necessidades educacionais especiais (NEE), em ambientes educacionais comuns. Este artigo tem como objectivo explorar o estado atual e analisar a evolução na última década (2006-2007 a 2016-2017) do tipo de escolaridade deste aluno, de um ponto de vista nacional e regional da Espanha. Para isso, foi utilizado um estudo documental, especificamente, de revisão estatística dos dados fornecidos pelo Ministério da Educação e Formação Professional, com base nos seguintes indicadores: alunos com NEE, alunos com NEE matriculados em centros específicos de educação especial, alunos com NEE escolaridade em unidades especiais em centros comuns, alunos com NEE escolaridade em contextos ordinários e número de unidades de ensino de modo não usual. Os resultados mostram que, embora o estado espanhol tenha feito grandes progressos no compromisso com a educação inclusiva, o número de alunos com NEE presentes em locais não comuns aumentou nos últimos anos. Concluise que é necessário promover políticas de escolarização para alunos com NEE que garantam sua presença em contextos comuns para desenvolver qualidade e atenção educacional inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[centros específicos de educación especial]]></kwd>
<kwd lng="es"><![CDATA[alumnado con necesidades educativas especiales]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[estudios longitudinales]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[special schools]]></kwd>
<kwd lng="en"><![CDATA[special needs students]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[longitudinal studies]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[centros de educação especial]]></kwd>
<kwd lng="pt"><![CDATA[alunos com necessidades educacionais especiais]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[estudos longitudinais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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