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A Critical Review of Education Support Practices in Spain

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Title: A Critical Review of Education Support Practices in Spain
Language: English
Authors: Sandoval Mena, Marta (ORCID 0000-0003-1931-1872), Simón Rueda, Cecilia (ORCID 0000-0002-1795-9109), Echeita Sarrionandia, Gerardo (ORCID 0000-0001-8682-5342)
Source: European Journal of Special Needs Education. 2019 34(4):441-454.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Educational Practices, Public Schools, Models, Inclusion, Individualized Education Programs, Regular and Special Education Relationship, Special Needs Students, Special Education, Tutors, School Counselors, Educational Therapy, Speech Language Pathology
Geographic Terms: Spain
DOI: 10.1080/08856257.2018.1533094
ISSN: 0885-6257
Abstract: The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative one using focus groups and subsequent qualitative analysis of the data. The systems of categories and subcategories underwent a progressive process of triangulation. The results show that professionals identify support practices that can be divided into two differentiated models: a traditional model linked to a medical perspective of providing personal support to the most vulnerable students and a support model consistent with inclusive education. There are also discrepancies among professionals, especially about the need for support to be provided within the reference classroom. The discussion focuses on identifying essential aspects, to more effectively support students and teachers in an ordinary school context. In addition, professionals question the regulations for their disconnection from the reality they experience in schools. All this requires a rethinking of the functions of support teachers supported by careful initial and ongoing training.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1222785
Database: ERIC
FullText Text:
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  Data: A Critical Review of Education Support Practices in Spain
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sandoval+Mena%2C+Marta%22">Sandoval Mena, Marta</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1931-1872">0000-0003-1931-1872</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simón+Rueda%2C+Cecilia%22">Simón Rueda, Cecilia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1795-9109">0000-0002-1795-9109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Echeita+Sarrionandia%2C+Gerardo%22">Echeita Sarrionandia, Gerardo</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8682-5342">0000-0001-8682-5342</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Special+Needs+Education%22"><i>European Journal of Special Needs Education</i></searchLink>. 2019 34(4):441-454.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counselors%22">School Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Therapy%22">Educational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1080/08856257.2018.1533094
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  Data: 0885-6257
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative one using focus groups and subsequent qualitative analysis of the data. The systems of categories and subcategories underwent a progressive process of triangulation. The results show that professionals identify support practices that can be divided into two differentiated models: a traditional model linked to a medical perspective of providing personal support to the most vulnerable students and a support model consistent with inclusive education. There are also discrepancies among professionals, especially about the need for support to be provided within the reference classroom. The discussion focuses on identifying essential aspects, to more effectively support students and teachers in an ordinary school context. In addition, professionals question the regulations for their disconnection from the reality they experience in schools. All this requires a rethinking of the functions of support teachers supported by careful initial and ongoing training.
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  Data: 2019
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  Data: EJ1222785
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        Value: 10.1080/08856257.2018.1533094
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      – Text: English
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Educational Practices
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      – SubjectFull: Public Schools
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      – SubjectFull: Models
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      – SubjectFull: Inclusion
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Special Education
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      – SubjectFull: Tutors
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      – SubjectFull: School Counselors
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      – SubjectFull: Educational Therapy
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      – SubjectFull: Speech Language Pathology
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      – SubjectFull: Spain
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      – TitleFull: A Critical Review of Education Support Practices in Spain
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