Inclusive practices: the role of the support teacher

Abstract

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...

Habilidades Sociales y Aprendizaje Cooperativo el la Inclusión de Estudiantes con Necesidades Educativas Específicas

“…Por último, indicar que las propuestas diversificadas (Tomlinson, 2013) dirigidas a alumnos con necesidades específicas de apoyo educativo, se muestran como posibles acciones promotoras de habilidades sociales, al ser planificadas y ajustadas a sus necesidades concretas, permitiéndoles realizar el trabajo conjuntamente con sus compañeros de equipo, potencian las interacciones al realizar las tareas. Se aconseja una coordinación y co-docencia (Cotrina et al, 2017), o enseñanza de dos docentes en el aula, el profesor y el especialista (Soldevilla et al, 2017), para que juntos, planifiquen acciones para el estudiante con necesidades específicas que lo necesiten.…”