Análisis de la intervención del profesorado de apoyo a la integración dentro del aula ordinaria en la provincia de Huelva

Résumé

Today, there are still certain deficiencies in intervention with attention to diversity. There are numerous discussions regarding the work of Therapeutic Pedagogy. There is still disparity of views on the need or not to intervene inside or outside the regular classroom with SEN (Special Educations Needs) students; little clear regulations, ambiguous and very open, which give rise to different interpretations. Following this approach, the educational work of these Special Educational Needs: is it ideal or there are gaps?, are they working inside or outside of the regular classroom?, how can intervene the faculty of special education in these ordinary classrooms?, how we can promote integration and inclusive education? Its affect the conditions of intervention (ordinary classroom, classroom group...) in the process of attention to diversity? These and other previous questions have given rise to the present thesis project entitled analysis of the intervention of the teachers support for integration within the classroom regular in the province of HUELVA; that after the first phase of inquiry during the academic year 2011/2012 in the educational centers on Huelva, decided to extend the study to the entire province. The methodology used was selected according to the objectives and the nature of the inquiry, the determinants of research, from the time the same, own researcher and the general characteristics of the context, opting for a mixed-type methodology. In this way, we use various instruments for collecting information pertaining to different paradigms (positivist and interpretive): the questionnaire, interview and observation. The results obtained from the research allowed to fulfill the general objective, providing the information necessary for the approach to the work of the T.S.I. (Teacher Support for integration) with the students of attention to diversity. Having said that, we could confirm, after the study of the data, which many authors have already studied the issue (Ainscow, 2001; Echeita and Verdugo, 2004; Stainback, Stainback and Moravec, 1999), the educational inclusion of SEN students is not even real, because the work of the T.S.I. is wide, it has deficiencies, and sometimes they are relegated to the background, so when aid is claimed, is often outside the domains of the group and ordinary class. In addition, we have seen as the trend in schools studied is to include, but is not yet fully accepted and implemented; and great efforts must be made in the case of having overcome obstacles, in the best of cases, many of these institutions and professionals. What does seem to be clear, of course, is that we must understand the concept of inclusion with many nuances and prisms in the current school of our capital. With the information gathered on the executed research, we managed to understand "superficially" how it organizes and performs this support, because it caught attention to found different perceptions among professionals with similar questions or issues. The supports system does not seem to be consensus and unified in all workplaces in terms of levels of performance. Therefore, when Ainscow (2001) speaks of a change, this means that we will have to progressively modify modes of thinking and talking about diversity, systems management and routines that guide life in schools and, of course, daily practice of classrooms and workplaces; and this is what will be necessary to continue reflecting.