{"id":8440,"date":"2026-02-26T11:31:15","date_gmt":"2026-02-26T11:31:15","guid":{"rendered":"https:\/\/downlugo.org\/?p=8440"},"modified":"2026-02-26T11:31:15","modified_gmt":"2026-02-26T11:31:15","slug":"un-novo-estudo-sinala-importantes-barreiras-para-acadar-unha-educacion-verdadeiramente-inclusiva-nas-aulas","status":"publish","type":"post","link":"https:\/\/downlugo.org\/gl\/un-novo-estudo-sinala-importantes-barreiras-para-acadar-unha-educacion-verdadeiramente-inclusiva-nas-aulas\/","title":{"rendered":"Un novo estudo sinala importantes barreiras para acadar unha educaci\u00f3n verdadeiramente inclusiva nas aulas"},"content":{"rendered":"<p>Un recente informe elaborado por Aula Desigual, co apoio de Down Espa\u00f1a e o Ministerio de Derechos Sociales, Consumo y Agenda 2030, pon de manifesto que a\u00ednda persisten importantes obst\u00e1culos para levar a cabo unha educaci\u00f3n realmente inclusiva en centros educativos de todo o Estado.<\/p>\n<p>O estudo, titulado \u201cBarreiras, variables e li\u00f1as de actuaci\u00f3n\u201d, recolle as respostas de m\u00e1is de 1.750 profesionais de distintos niveis educativos e ofrece unha an\u00e1lise profunda das pr\u00e1cticas que limitan a presenza, participaci\u00f3n e progreso do alumnado con discapacidade nas aulas ordinarias.<\/p>\n<p>O traballo, desenvolvido entre 2023 e 2025, organiza os resultados en cinco grandes eixos: planificaci\u00f3n, metodolox\u00eda, elaboraci\u00f3n did\u00e1ctica, avaliaci\u00f3n e atenci\u00f3n \u00e1 diversidade. Ditos eidos amosan que, a pesar dos avances normativos e sociais, contin\u00faan existindo dificultades significativas para garantir unha atenci\u00f3n educativa equitativa e accesible para todo o alumnado.<\/p>\n<p><strong>Principais barreiras identificadas<\/strong><\/p>\n<p>Os resultados amosan que a maior barreira para unha educaci\u00f3n de calidade para todo o alumnado at\u00f3pase no \u00e1mbito da atenci\u00f3n \u00e1 diversidade. Deste xeito, o informe concreta as seguintes barreiras principais:<\/p>\n<ul>\n<li>Dificultades na accesibilidade tecnol\u00f3xica, obtendo a puntuaci\u00f3n m\u00e1is baixa de todo o cuestionario<\/li>\n<li>Carencia de materiais accesibles tanto a nivel sensorial como cognitivo.<\/li>\n<li>Escasa co\u2011docencia e colaboraci\u00f3n entre docentes.<\/li>\n<li>Limitada diversidade de t\u00e9cnicas de avaliaci\u00f3n, con predominio de modelos unidireccionais.<\/li>\n<li>Pouca presenza de recursos en linguas diversas, o que afecta ao alumnado con distintas linguas maternas.<\/li>\n<li>D\u00e9bil promoci\u00f3n da autonom\u00eda do alumnado, tanto na planificaci\u00f3n como na avaliaci\u00f3n.<\/li>\n<\/ul>\n<p>Un dos achados m\u00e1is preocupantes do estudo \u00e9 a chamada \u201cparadoxo do apoio\u201d: a medida que o alumnado medra, disp\u00f3n de menos flexibilidade e menos oportunidades para exercer a s\u00faa autonom\u00eda.<\/p>\n<p><strong>Conclusi\u00f3ns e propostas de actuaci\u00f3n<\/strong><\/p>\n<p>As conclusi\u00f3ns do informe, baseado na ferramenta PEIA, subli\u00f1an a necesidade de transformar a inclusi\u00f3n nunha pr\u00e1ctica habitual e efectiva nos centros educativos. Entre as propostas principais destacan:<\/p>\n<ul>\n<li>Reorganizar tempos e apoios para facilitar a co\u2011docencia efectiva.<\/li>\n<li>Dese\u00f1ar procesos de aprendizaxe m\u00e1is flexibles e accesibles para todas e todos.<\/li>\n<li>Concibir a atenci\u00f3n \u00e1 diversidade como unha responsabilidade compartida por todo o centro educativo.<\/li>\n<\/ul>\n<p>Desde Down Galicia consideramos que estes resultados deben ligarse a un compromiso real e sostido por parte das administraci\u00f3ns e toda a comunidade educativa, para que ning\u00fan alumnado quede atr\u00e1s e para constru\u00edr un sistema educativo no que a inclusi\u00f3n non sexa s\u00f3 unha intenci\u00f3n, sen\u00f3n unha realidade vivida.<\/p>\n<p><a href=\"https:\/\/aulainclusiva.es\/documents\/an%C3%A1lisis_de_barreras,_variables_y_l%C3%ADneas_de_actuaci%C3%B3n.pdf\">Acceso ao informe \u201cBarreiras, variables e li\u00f1as de actuaci\u00f3n\u201d<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Un recente informe elaborado por Aula Desigual, co apoio de Down Espa\u00f1a e o Ministerio de Derechos Sociales, Consumo y Agenda 2030, pon de manifesto que a\u00ednda persisten importantes obst\u00e1culos para levar a cabo unha educaci\u00f3n realmente inclusiva en centros educativos de todo o Estado. O estudo, titulado \u201cBarreiras, variables e li\u00f1as de actuaci\u00f3n\u201d, recolle [&hellip;]<\/p>\n","protected":false},"author":4,"featured_media":8438,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[150,152],"tags":[],"class_list":{"0":"post-8440","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-destacados-gl","8":"category-novas"},"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.7 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Un novo estudo sinala importantes barreiras para acadar unha educaci\u00f3n verdadeiramente inclusiva nas aulas | Downlugo.org<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/downlugo.org\/gl\/un-novo-estudo-sinala-importantes-barreiras-para-acadar-unha-educacion-verdadeiramente-inclusiva-nas-aulas\/\" \/>\n<meta property=\"og:locale\" content=\"gl_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Un novo estudo sinala importantes barreiras para acadar unha educaci\u00f3n verdadeiramente inclusiva nas aulas | Downlugo.org\" \/>\n<meta property=\"og:description\" content=\"Un recente informe elaborado por Aula Desigual, co apoio de Down Espa\u00f1a e o Ministerio de Derechos Sociales, Consumo y Agenda 2030, pon de manifesto que a\u00ednda persisten importantes obst\u00e1culos para levar a cabo unha educaci\u00f3n realmente inclusiva en centros educativos de todo o Estado. 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