DEVELOPMENT OF THE TERM DISABILITY

Practical assignment:

In this class we've done a practice that we've never done before. Moreover, it was completely different from the usual practices we are used  do. We normally search for some specific information or we analyze the information that we have been given, but in this case we've created a big mind map with the development of the term diversity trough the different Spanish laws.

I wasn't aware before this practice how many changes of meaning the term diversity has had. Furthermore, it has really surprised me that every law since LOGSE to LOMCE has introduce new aspects about school special needs, trying to improve the well-being of student with this needs including those with specific deficiencies in some area and fore those ones with high capacities.  I have learnt many things about the different aspects that each law includes about diversity and how the ideology of the government could influence on how the concept of diversity is treated in schools. 

The most difficult thing for me to do was to search all the information that every single law includes about diversity in schools. Furthermore, we've done a research since the General Law of Education (1970) until the LOMCE, including all the different laws and decrees that we've found between one and other.
I want to include the mind map that we have created because I think it could be very helpful to understand the development of the term diversity.

After doing a research I think that it is obvious that the advantages are more visible as schools organisation progresses and we all know that by having those who have an advantage in the same classroom, they can push themselves and progress to be the best they can be.

On the other hand, the situation of the separation of these types of children still exists and if, and hopefully when, these are joined as one, they must have the required resources in every school for every child.

My opinion matches with Rodriguez (2017) who syas that findings reveal that youth activists understand a lack of diversity as racial imbalance in high status schools. Furthermore,  they expose structural inequalities which lay in policy structures such as selective enrollment in high schools.  This implications are discussed to show how re-conceptualizing policy as a racial formation can bring structural and institutional racist practices in order to transform district policies to offer access to high quality schools for all students.

Referencies:
 Rodriguez, S. Urban Rev (2017) 49: 529.

I hope you like our mindmap and find it helpful!