The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010).Inclusive practices: the role of the support teacher Jesús Soldevila Pérez*, Mila Naranjo Llanos*, Joan Jordi Muntaner Guasp** *Universitat de Vic-Universitat Central de Catalunya, ** Universitat Illes Balears ABSTRACT The purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.Prácticas inclusivas: el rol del docente de apoyo RESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio...

The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010). ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning. Prácticas inclusivas: el rol del docente de apoyoRESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relaciona...

The aim of this article is to reflect on the need for a change in the role of the support teacher, moving from therapeutic or integrative positions towards an inclusive educational model based on the results found in a longitudinal case study carried out in an ordinary school in Catalonia. The results of this research allow us to discover and analyse the functions, tasks and actions of support teachers in inclusive classrooms.This research is based on three key axes: the transition from integration to inclusion as a conceptual and attitudinal change necessary to modify paths to inclusion; the conceptualisation of what can be considered and defined as good inclusive practice; and the role of the support teacher in ensuring the presence, participation and progress of each one of the students in the classroom, whatever their characteristics. The concept of inclusion.Inclusive educational approaches are a response to discriminatory models. For this reason, international organisations like the UN and UNESCO have been working for years to ensure a fairer approach, respecting individual differences and the charsacteristics of each child. This work is based on the Declaration of Salamanca, in which the need for schools for all was manifested (OHCHR, 2013;Muntaner, 2010).Inclusive practices: the role of the support teacher Jesús Soldevila Pérez*, Mila Naranjo Llanos*, Joan Jordi Muntaner Guasp** *Universitat de Vic-Universitat Central de Catalunya, ** Universitat Illes Balears ABSTRACT The purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.Prácticas inclusivas: el rol del docente de apoyo RESUMEN El propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio...

IntroducciónLa importancia de la familia y de las relaciones familiares en la vida tanto de las/los jóvenes que han cometido delitos como de los delincuentes adultos es un tema clave, especialmente en los procesos de intervención educativa y social.Ninguna familia es igual a otra. En cada una rigen normas y reglas particulares que permiten organizar las funciones que llevarán a cabo sus miembros; ese interactuar por medio de funciones garantiza que el sistema se mantenga estable, prescribiendo y estableciendo los límites para la conducta de sus miembros. La familia, en su dinámica, vive unos procesos interaccionales comunes, pero con una configuración particular (Amarís, Amar, y Jiménez, 2005).La familia es un agente primario de socialización, donde los menores se desarrollan intelectual y emocionalmente, y donde adquieren los valores sociales. Pero también puede ser generadora de dificultades u obstaculizar el proceso de crecimiento, El trabajo con familias de menores infractores: elemento clave en el proceso inclusivo Nuria López Roca(*), María Fernández Hawrylak(**), Jesús Soldevila Pérez(***), Joan Jordi Muntaner Guasp(****) (*)IES Can Balo, (**)Universidad de Burgos, (***)Universidad de Vic-Universidad Central de Cataluña, (****)Universidad de las Islas Baleares. RESUMEN La familia y las relaciones familiares en la vida de quienes han cometido delitos es un tema clave en los procesos de intervención educativa y social. El artículo que se presenta argumenta la importancia de la implicación de la familia en el trabajo de reinserción al contexto familiar, escolar y social habituales, desde una perspectiva comunitaria, de los menores/jóvenes infractores que tienen que cumplir medidas judiciales de internamiento firme o cautelar; y describir el Programa de Intervención Familiar (PIF) que desarrolla el equipo técnico-educativo de un Centro Socioeducativo de Palma de Mallorca (España). En él se hace un trabajo de reorganización de las relaciones familiares y sociales para lograr nuevas pautas de funcionamiento más funcionales y constructivas, labor reforzada mediante otros programas transversales. Se trata de un trabajo descriptivo donde se justifican los beneficios tras la intervención familiar desde el Programa, diseñado y desarrollado según el modelo sistémico. Las familias participantes lo valoran positivamente, atribuyen mejoras en las relaciones familiares, y resaltan la evolución de los menores en torno al reconocimiento del su rol como alumnado competente. Estos jóvenes no pueden ser tratados de forma aislada si se quieren tener garantías de éxito en su reinserción, sino dentro de un marco comunitario donde la familia desempeña un papel clave en dicho proceso.Palabras Clave: familia, menores infractores, intervención familiar, educación inclusiva. Working with families of juvenile offenders: keystone in the inclusive process.ABSTRACT Family and family relationships of those who had committed a crime is a key issue in the processes of educational and social intervention. We justify the importance of the fam...