<?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>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2019000200011</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2019)0053-011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Atención a la diversidad e inclusión en España]]></article-title>
<article-title xml:lang="en"><![CDATA[Attention to diversity and inclusion in Spain]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pascual Sevillano]]></surname>
<given-names><![CDATA[María Ángeles]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Rodríguez]]></surname>
<given-names><![CDATA[Marta Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vázquez-Cano]]></surname>
<given-names><![CDATA[Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo Departamento de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[Asturias ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Oviedo Departamento de Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional de Educación a Distancia Departamento de Didáctica, Organización Escolar y Didácticas Específicas ]]></institution>
<addr-line><![CDATA[Madrid ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>53</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2019000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2019000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2019000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El estudio presenta las medidas que se adoptan en España para atender las necesidades específicas de apoyo educativo en las etapas de educación infantil y primaria. La investigación se afronta desde una metodología cuantitativa a través de un cuestionario diseñado y validado por los investigadores. La selección de la muestra ha sido aleatoria estratificada por conglomerados y representativa de la población de la región de Asturias. La muestra está compuesta por 89 centros educativos y 1,062 cuestionarios respondidos por los docentes. Los resultados indican que el alumnado con necesidades más frecuentes en las aulas de educación primaria es el que tiene dificultades de aprendizaje, y las medidas de atención a la diversidad que más se planifican en los centros son el apoyo en el grupo ordinario y el apoyo especializado. En la etapa de educación primaria, los resultados muestran que suben los porcentajes de apoyo fuera del grupo ordinario, la adaptación curricular significativa y el plan específico para el estudiante que no promociona de curso. A raíz de estos resultados, son necesarias políticas educativas que mejoren los procesos para una educación más inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the specific measures adopted in Spain to attend the specific needs of educational support in the stages of Infant and Primary Education. The research is approached from a quantitative methodology with the implementation of a questionnaire designed and validated by the researchers. The sample selection has been randomized and stratified by conglomerates in order to be representative of the population of the region of Asturias. The sample is composed of 89 schools and 1,062 questionnaires answered by teachers. The results show that, in Primary Education, the most frequent measures are aimed at students with learning difficulties and the measures of attention to the diversity that are more planned in the schools are the support in the ordinary group and the specialized support. Also, in the Primary Education stage, the results indicate that the percentages of support outside the ordinary group, the significant curricular adaptation and the specific plan for the student who does not promote the course increase. Taking into account these results, educational policies that promote educational support within the ordinary classroom and teacher training in attention to learning difficulties are recommended.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación infantil]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
<kwd lng="es"><![CDATA[necesidades específicas de apoyo educativo]]></kwd>
<kwd lng="es"><![CDATA[medidas de atención a la diversidad]]></kwd>
<kwd lng="en"><![CDATA[infant education]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="en"><![CDATA[specific needs for educational support]]></kwd>
<kwd lng="en"><![CDATA[measures for attention to diversity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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