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COLLABORATIVE SUPPORT FOR INCLUSION
Author(s) -
SanahujaGavaldà Josep M.,
OlmosRueda Patricia,
MorónVelasco Mar
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12293
Subject(s) - inclusion (mineral) , autism , psychology , special education , mathematics education , autism spectrum disorder , mainstreaming , process (computing) , pedagogy , medical education , developmental psychology , medicine , computer science , social psychology , operating system
Nowadays, in Catalonia, students with autism spectrum disorders ( ASD ) are increasingly in regular schools although their presence, participation, learning and success are unequal. Barriers towards inclusion often depend on how to organise supporting at regular schools and the teachers’ collaboration during this process. In this paper, the support management and teachers’ collaboration of four schools (three in primary and one in secondary education), from the surrounding of Barcelona, are analysed. Through the application of the Index for inclusion, interviews to 12 teachers (4 tutors, 4 support teachers and 4 members of management team) and observation of 26 children with ASD , results show some types of support: ones aimed at ASD students in specific classrooms, the others aimed in regular classroom. Organising support in schools depends on multiple variables; nevertheless, the support teacher role and the teachers’ collaboration are some of the key ones.