From Support within the Classroom to Co-teaching: The Vision of Support Teachers in Primary Education

Abstract

For years, teachers have been facing a double demand, perceived as contradictory: to offer a common education for all and, at the same time, to recognise and adjust to the individual learning needs of each student.  Support teachers (traditionally known as specialists in Therapeutic Pedagogy) have played a relevant role in this demand. This study focuses on the perception of these professionals on support practices, analysing co-teaching as an inclusive educational practice. This study focuses on the Autonomous Communities of Madrid and the Principality of Asturias. A qualitative methodology was used through discussion groups or focus groups on which 91 teachers’ specialists Therapeutic Pedagogy participated. The results reveal the main perceptions they have regarding the type of support they provide in their centers and the effectiveness of co-teaching as an inclusive educational practice.