Docencia compartida como estrategia para la inclusión educativa de alumnos con necesidades específicas de apoyo educativo

This article aims to analyze the attitudes, beliefs, perceptions and dynamics that generate the use of coteaching in the regular classroom in a high school, focusing the attention on the relationship between classroom teacher and support teacher and in order to improve the attention of all the students, their learning and inclusive education of students with specific educational support needs. A case study was developed where quantitative and qualitative methodologies were mixed with the triangulation of different techniques/tools for data collection (questionnaire, interview and focus group) that were applied to classroom teacher. Results show that both classroom teacher and support teacher have to improve and increase their collaboration and coordination and, at the same time, go towards a shared management and responsibility of all the students. Three key fields have to be worked to the improvement of co-teaching and go towards an inclusive and quality school: to integrate into the regular classroom the support teacher and to use their pshycopedagogical knowledge in profit of all the students, to plan the conditions (schedules, spaces, …) for making possible the improvement of collaboration and coordination between both classroom teacher and support teacher, and to improve all implied professionals' pedagogical training and attention to diversity.