Job Shadowing Report – Inclusion in Education at a Rural School in Beas de Granada
During our job-shadowing week in Beas de Granada, we explored how inclusion is practiced at a small rural school located in a close-knit community. The village lives by the philosophy “It takes a village to raise a child” – a place where people know each other, support one another, and actively participate in the social and cultural life of the community. This atmosphere strongly influences the school’s inclusive approach to education.
The School and Its Community
The school is small, with approximately 70 students. Because of this limited number, class sizes are very small, which allows teachers to provide personalized attention to every child, including those with special educational needs.
The school is surrounded by nature and has a calm, peaceful environment. Creativity is highly encouraged through various artistic activities, including music, which plays a key role in bringing students together and strengthening social bonds.
We also greatly enjoyed the beautiful surroundings of the school, located among the hills and mountains of Andalusia. One of the highlights of our visit was joining the children and teachers on a wonderful trekking through the mountains — a fantastic way to experience how learning and nature come together in this unique environment.
Inclusion in Practice
Inclusion is not just a policy; it is felt in daily life at this school. Children with special needs like ADHD, autism, or Down syndrome are warmly accepted and supported. Teachers and staff treat them with patience, love, and respect. Other students also embrace them naturally, as they have grown up together since early childhood.
Because everyone knows each other in the village, the sense of belonging is very strong. Families, teachers, and community members often collaborate on activities and events, reinforcing the idea that every child is part of the community.
We were also touched to see how the children organized a sponsored run for Save the Children, showing that inclusion and empathy extend beyond their own village. The activity helped them understand that children in other parts of the world may face difficulties, and it reflected the school’s commitment to social awareness and solidarity.
Inclusive Education Approach
A teacher explained that inclusion is organised through each student’s Personal Educational Plan, based on their needs and situation. The school does not use levels of integration, but works with four ways students can take part in school life:
- Modality A – Full participation:
The student is in the regular classroom all day and does not need special support, but may get personalised teaching if needed. - Modality B – Full participation with support:
The student stays in the regular classroom all day and receives continuous support or help. - Modality C – Partial participation with support:
The student is in the regular classroom for part of the day and gets support, but is not at school for the full schedule. - Modality D – Partial participation in a special classroom:
The student attends the school but spends part of the time in a special classroom with support.
Community, Inclusion and Our Experience in Beas de Granada
Our week in Beas de Granada showed how inclusion can flourish in a small and caring community. With small class sizes, strong relationships, and a culture of empathy, children are accepted as they are. The school focuses on giving each child the support they need in a respectful and personal way.
We enjoyed joining all the activities and seeing how pupils, teachers, families, and the whole village are connected. Inclusion here is not just a method, but a way of living together. We especially loved how we were welcomed into the local culture: the children sang and danced traditional flamenco songs for us, which made us feel even more connected to their traditions and community life.
A beautiful example was the photo exhibition made by the pupils and a photographer. The children interviewed and photographed people from Beas de Granada and nearby villages. Their work became videos and small booklets, showing how the village and its surroundings are linked through shared stories.
This experience showed us that true inclusion is built on relationships, cooperation, and the belief that every child belongs.
Elsemiek Bessems en Sandra Guci
