Developing learning and participation in schools: using the Index for inclusion in Spain lessons learned and common challenges

Abstract

This paper presents a documentary review in Spain on the uses and experiences of school change with Index for Inclusion materials (Booth and Ainscow, 2002; Booth and Ainscow, 2011) during the last fifteen years. A brief description of the Spanish educational system is made in order to contextualise this analysis. The initiatives are grouped into three categories. Firstly, it has served as a source of partial inspiration, primarily in research contexts, to generate tools for analysis . Secondly, it has been taken up in teacher education activities. In this context, the Index has been especially useful to help to construct and share a common language about inclusive education. The third category encompasses projects that have used the Index in the evaluation and improvement processes to guide inclusive development in schools. Some ‘lessons learned’ are shared and common challenges are discussed, among them the need to give greater emphasis to the conditions which support schools on their journey to become more inclusive.