Educación Inclusiva del Alumnado Inmigrante: Lecciones desde Estados Unidos, Canadá y Australia

Abstract

Many programs, in Spain or Europe, understand immigrant students as a homogeneous group, applying equal solutions to all, without being able to promote their socio-educational inclusion. However, some Anglophone countries observe differences within this group that may influence their educational success and social inclusion and whose knowledge can help to promote actions that better serve this population. The article describes and analyzes the concept of a student with limited or interrupted formal education and discusses the factors that schools may consider for promoting their socio-educational inclusion, advocating a holistic intervention that takes into account this students’ needs which go beyond focusing their learning only on the new language, for example social support to overcome the socio- emotional problems that accompany them. It is especially relevant for Spain and Europe, as more and more students with these characteristics are arriving to our schools.