OVERCOMING THE SUPPORT TEACHER FOR THE INCLUSION OF STUDENTS WITH DISABILITIES

Abstract

The improvement of the professional constitutes a fundamental link to guarantee the full inclusion of students with special educational needs in regular contexts; it is a challenge from the initial training of future professionals to achieve a true qualitative transformation in education and a full response in the attention to diversity. The purpose of this article is to analyze how the preparation of teachers of the regular school is conceived for the educational inclusion of students with special educational needs in educational institutions or other modalities of attention attended by children, adolescents and young people with Educational Needs Specials associated or not with disability. This issue has been little addressed, which is why it is an effort of the author to search for alternatives to ensure the overcoming of the support teacher so that it fulfills its role of advising and guiding directors, teachers and families in the regular context regarding specific procedures.