The educational legislation in inclusive Education in Europe. The importance of transmitting intercultural values

This research aims to know the intercultural values that are transmitted in the different laws of European Basic Education. With this goal, it tries to assess if the inclusive intercultural education is encouraged from the first legislative ladder. For this reason, a qualitative analysis was made through a system of categories intercultural values, previously validated, by the laws of Basic Education within 32 countries of the European continent. The results were analyzed by means of qualitative software Atlas. And the scores were normalized using a formula to get percentages. Within the most relevant conclusions are all the educational legislation assessed values transmitted intercultural and the most transmitted values are the intercultural primary values.


Introduction
The changes that have taken place in European society raise new educational problems.Problems are worked out differently in European classes depending on the country to which we are talking about, answering in different ways to each of the educational needs arising [10].Among the majority of the values, we can be noted the compassion, equity, participation, tolerance, respect for diversity, realization of rights and sustainability [3 and 11].In spite of these legislative developments are still many challenges to the European Inclusive Education must achieve these include [5]: 1.It is necessary to reach a real Inclusive Education throughout the educational system.2. Inclusive Education must be compulsory in the whole educational system, from the General Education to the Individualized Educational Projects.
3. We need the involvement of the entire education community.4. It is crucial to emphasize the training of teachers in secondary and higher education on the characteristics, principles and concepts of Inclusive Education.
5. It is important to have a European legislation that is not ambiguous and shorten.
a Corresponding author: mariatf@unizar.esThe existence of these deficiencies, has led us to ask ourselves as a hypothesis that not all the laws of basic education in Europe transmitted intercultural values.From this point, in this research we raised the following issues: What is the country in Europe with an educational legislation in greater intercultural values are transmitted to it and therefore more effectively further the inclusive education?What is the law of basic education in which fewer intercultural values is transmitted?This study attempts to respond to these problems of research analyzing the different educational laws of different countries of the European continent.To do this, and based on the concept of inclusive education focused on values, we analyzed the intercultural values that were written in each of the laws.

Sample
The sample is composed by the laws of Basic Education for 32 countries of the European continent (N= 32).This is a non-probabilistic sampling, in which intentionally selected the educational legislation that by language and ease allowed its analysis.Analyzing finally the laws of Basic Education in Albania, Armenia, Germany, Azrebaijan, Belarus, Belgium, Bosnia & Herzegovina, Cyprus, Croatia, Denmark, Spain, Slovakia, Estonia, Finland, France, Greece, Hungary, Iceland, Ireland, Italy, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Prague, Russia, Sweden, Turkey and United Kingdom.

Assesment Tools
In this research we use a system of categories of values previously validated and used by Tomé [8] and Tomé & Berrocal [9] in international studies.The category system is composed of 3-dimensional (primary values, values secondary and tertiary values), 11 categories (moral and ethical values, social values, transcendental values, intellectual/nonethical values, production values, change values, vital values, affective values, aesthetic values, values of development person and ecological values), 23 subcategories (for the good option, option by duty, social group and social position, social improvement, religious, Supreme being, cultural knowledge, instructional interest, cultural environment, property, social property, needs of fun, health and hygiene, basic needs, family relationships, friendships, relationships of couple, beauty, artistic activity, self-fulfillment, self-affirmation and personal qualities) and 78 values.Leaving the system as shown in appendix A. In the system are considered primary values to those fundamentals in intercultural education for inclusive education, intercultural secondary values to those that although they are not fundamental in intercultural education help the acquisition of primary and tertiary intercultural values those who support the acquisition of a primary value in conjunction with a secondary value.

Procedure
To conduct the study agreed to the laws of basic education from 32 countries of the European continent.After obtaining full English laws they were analyzed by applying the system of categories above.

Data analysis
The data analysis is performed by qualitative analysis software ATLAS.Ti Given that each measuring range was different in each law, the values in each will be counted and the number of frequencies in percentages are normalized using the following formula: % subcategorie = Subcategorie value x 100 Total values

Results
The following tables show the frequencies of intercultural values obtained in each of the laws of basic education evaluated.As seen in table 1 the law of Basic Education in Azerbaijan is that the more types of intercultural transmits values, being the category of values intellectual/ not the most ethical transmitted with 40, 92% and the category of transcendental values, aesthetic and productive the least transmitted with the 1.30 %.On the other hand, are the laws of basic education in Germany, France, Hungary, Ireland and Sweden, stating in its legislation only two categories of intercultural values (Table 2, 3 and 4).German law transmits the category of moral and ethical values (20 %) and the category of social values (80 %).The French legislation transmits the category of social values (25%) and the category of securities intellectuals/no ethical (75 %).Hungary is transmitted in the category of moral and ethical values (50 %) and the category of social values (50 %).In the Irish educational legislation is transmitted the category of moral and ethical values (80 %) and the category of social values (20 %).And in Sweden is transmitted the category of moral and ethical values (20 %) and the category of social values (80%).

Discussion
In this study we reject the hypothesis in which it raised that not all the laws of basic education European intercultural are transmitting values and therefore not all the laws are promoting inclusive education.As we can see in the results, all the laws passed any of the categories of cultural values.Considering this critical to the implementation in the European Basic Education of Inclusive Education.An education that is responsive to each and every one of the students who are in your classroom [1] including in this student body to immigrant students or those who belong to other ethnic groups, races or religions.But what the educational legislation transmit intercultural values, is sufficient to implement inclusive intercultural education in a country?If we see the results, countries such as UK or Finland where Inclusive Education are models to follow (Soriano, 2011), is not where most categories of intercultural values are transmitted.Which makes us think that in the implementation of measures of inclusive education intercultural primary other variables such as economic resources, teacher training, the awareness of the need for inclusive education etc… not considered in this research.Another important aspect to consider in the research is that we have only analyzed the intercultural values.In the inclusive education although these values are important, also consist of other, doing this investigation will be insufficient to determine which strongly are the European countries that encourage more effectively in their inclusive education legislation.

Conclusion
The main findings obtained in this research were: -All the European countries transmitted on its basic education legislation intercultural values that promote inclusive education.
-Educational legislation that more category of intercultural values transmitted is Azerbaijan.
-The educational legislation that less categories of intercultural transmitted values correspond to the countries of Germany, France, Hungary, Ireland and Sweden.
-None of the legislation passed the category evaluated ecological values corresponding to the tertiary intercultural.
-The primary intercultural values (moral values, social and momentous) are the most transmitted by most countries.
It is fundamental unifying European educational systems in order to promote in the same way the practice inclusive

Table 1
Legislation analyzed and the corresponding European country.Table 1 continued.Legislation analyzed and the corresponding European country.Hungary Law LXXIX Public Education of the Republic of Hungría

Table 2 .
Frequency of categories of intercultural values in Albania, Germany, Armenia, Azerbaijan, Belarus, Belgium, Bosnia & Herzegovina, Cyprus, Croatia and Denmark.

Table 2 .
Frequency of categories of intercultural values in Albania, Germany, Armenia, Azerbaijan, Belarus, Belgium, Bosnia & Herzegovina, Cyprus, Croatia and Denmark.

Table 3 .
Frequency of categories of intercultural values in Spain, Estonia, Finland, France, Greece, Hungary, Iceland, Ireland and Italy.

Table 4 .
Frequency of categories of intercultural values in Lithuania, Luxembourg, Malta, Norway, Netherlands, Poland, Portugal, Prague, Russia, Sweden, Turkey and United Kingdom.

Table 4
continued.Frequency of categories of intercultural values in Lithuania, Luxembourg, Malta, Norway, Netherlands, Poland, Portugal, Prague, Russia, Sweden, Turkey and United Kingdom.