Journal of Education & Social Policy

The Educational Intervention Undertaken as Regards Students with Communication Difficulties Enrolled in Pervasive Development Disorder (PDD) Classrooms, In Bilingual and Preferential Attention Schools in the Community of Madrid (Spain)
Ascensión Palomares Ruiz, Belinda Domingo Gómez, Raúl González Fernández

Abstract
In mainstream primary education schools of the Community of Madrid, this intervention is being undertaken in the so-called PDD (Pervasive Development Disorder) classrooms. The objective of these classrooms is to attain the inclusion of students in classrooms currently called ASD (Autistic Spectrum Disorder). The purpose of the research is to analyse the treatment which is being undertaken as regards communication difficulties in these schools. In order to research this matter a mixed methodology has been used. It has been determined that PDD classrooms in preferential attention centres favour overcoming communication difficulties for students with special needs, achieving established objectives in the majority of cases throughout Primary Education. In bilingual preferential attention centres, achievement of established objectives for this type of student is lower. Research concludes that the introduction of bilingual programs in preferential attention centres with PDD classrooms involves additional difficulties in the development of the student with communication problems.

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