Abstract

BADIA MARTIN, M. del Mar  and  DAURA LUJAN, Gisela. Evaluation and educational intervention in the classroom with disruptive students in the framework of an inclusive school. Educación [online]. 2018, vol.42, n.2, pp.127-148. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.24178.

The present research entitled “Evaluation and educational intervention with disruptive students within the framework of an inclusive school” was conducted during the first and second quarters of the 2015-2016 school year. The main objective was to evaluate the agents involved in the classroom, at a regular school, where disruptive students are present. From the results obtained, several proposals and methodological strategies were made for teachers allowing them to understand and be sensitive to the behavioral problems of some of their students, thus generating appropriate responses to their needs. From the observation and analysis of a 1st course of compulsory secondary education, 26 students were identified and considered disruptive due to their characteristics. Based on this, the consequences that this condition causes in routine operation and possible causes were addressed, and the perceptions students had about themselves in relation to disruptive situations were analyzed as well. The school staff in volved in the study (tutors, subject teachers, head teachers, principals, counseling department members, mediators and janitors) helped with interviews and questionnaires to reach useful conclusions to achieve the proposed objectives. Disruptive students´ family characteristics, involvement and participation throughout the educational process have been useful elements to know about students´ school perception, the classroom, the students and all the teachers in order to establish a valid series of tools to improve student behavior. From the data obtained, similar results regarding the relational dimensions (conflict) and the development dimension (autonomy and morality-religiosity)were observed. In regards to the stability dimension, both students and families attribute great importance to the organization and planning of the activities and family duties, and to a lesser extent the norms and procedures established within the family.

Keywords : compulsory secondary school,; disruptive students; families; teachers; learning process.

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