The role of support teachers in the regular classroom of a compulsory secondary education school

Josep Maria Sanahuja, Oscar Mas, Patricia Olmos

Research output: Contribution to journalArticleResearchpeer-review

Abstract

© 2018, Universidad Complutense de Madrid. All rights reserved. There is no doubt that inclusive education processes concern higher education. This tendency is also true for secondary education. This study aims to analyse the role of support teachers, specifically all those who come from special education support units, from the perspective of teachers and students. The study is carried out in a high school through classroom observation, interview and focus group in order to identify the type of support and the perceptions that teachers and students have of this support. The results show the need to institutionalize spaces for collaborating, the lack of time for planning jointly, the attitudes toward inclusion, and the lack of training related to teachers’ inclusion as key elements in the professional development of support at inclusive settings.
Original languageEnglish
Pages (from-to)1041-1057
JournalRevista Complutense de Educacion
Volume29
Issue number4
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Collaboration
  • Compulsory secondary education
  • Inclusion
  • Support
  • Teachers

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