We describe the analysis of the process of a student inclusion with challenging behaviour in a primary school classroom, from teaching performance and the dynamics that occur in the context, which focuses on teaching practices in relation to the process of student learning with challenging behaviour, as well as the barriers that affect the learning process. We considered the case study as the optimal procedure for achieving the objectives. The application of the interview to the teachers, the use of eminently qualitative data and the corresponding recording of results allows observing/concluding that: teaching practices are characterized by an individualized teaching performance, lacking coordination with other agents, oriented to teaching; dysfunctional in relation to learning objectives; attitudes towards the challenging behaviour are manifested through the justification of lack of resources for their attention, as a rhetorical mechanism on their own performance; and the role of context as customary in satisfying educational needs. The barriers that affect learning are associated with the teaching role and the role of the context and educational organization.
|Translated title of the contribution||Inclusive educational attention in the classroom. Case study with a student with challenging behaviour|
|Number of pages||19|
|Publication status||Published - 1 Oct 2018|