A Critical Review of Education Support Practices in Spain
Saved in:
| Title: | A Critical Review of Education Support Practices in Spain |
|---|---|
| Language: | English |
| Authors: | Sandoval Mena, Marta (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 0885-6257 |
| DOI: | 10.1080/08856257.2018.1533094 |
