Psychoeducational assessment of students with intellectual disability: professional-action framework analysis.

espanol. Antecedentes: el derecho a la inclusion educativa del alumnado con discapacidad intelectual (ACDI) requiere buenas practicas de evaluacion e intervencion desde enfoques holisticos no exclusivamente centrados en las difi cultades academicas que pueda presentar el alumno. Estas practicas se regulan en Espana por la normativa de cada Comunidad Autonoma (CA). La variedad de regulaciones existentes demanda una revision critica de las decisiones adoptadas para favorecer la inclusion de este alumnado. Metodo: se ha analizado la normativa vigente que regula la atencion a la diversidad (AD) en cada CA empleando una lista de comprobacion que recoge las variables que defi nen cada fase de AD y los modos de prestar apoyos que favorecen el desarrollo, aprendizaje y participacion. Resultados: las medidas de AD en cada CA enfatizan aspectos organizativos y curriculares, no habiendo ninguna CA que recoja enfoques holisticos tanto en la evaluacion como en la intervencion, descuidando la promocion de la autodeterminacion y la calidad de vida del ACDI. Conclusiones: se discuten orientaciones para el desarrollo de nuevos marcos legales y practica profesional partiendo de los enfoques basados en la evidencia de atencion al ACDI y de los resultados del estudio. EnglishBackground: The right to educational inclusion for students with intellectual disability (SWID) requires the development of good assessment and intervention practices from holistic perspectives not exclusively focused on the academic limitations that SWID may present. These practices are settled in Spain, via regulations drawn up by each Autonomous Community (AC). The variety of existing regulations demands a critical review of the decisions taken to promote the inclusion of those students. Method: Current regulations-in-force in each AC that regulate attention to diversity (AD) have been were analyzed by using a checklist that includes the variables that defi ning each stage of the AD process and the ways of providing supports that favor the development, learning and participation of SWID. Results: Attention to diversity measures in each AC emphasize organizational and curricular issues, with no AC following holistic approaches in both assessment and intervention, but rather neglecting self-determination and the promotion of quality of life for SWID. Conclusions: Guidelines for the development of new legal frameworks and professional practices based on the latest evidence-based models of attention to SWID and on the results are discussed.