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.

RESUMEN: Los y las docentes se enfrentan desde hace años a una doble exigencia, percibida como contradictoria, ofrecer una educación común para todos y todas y, a la vez, reconocer y ajustarse a las necesidades de aprendizaje individuales de cada estudiante. Los docentes de apoyo (tradicionalmente conocidos en España como especialistas en Pedagogía Terapéutica) han tenido un papel relevante en dicha demanda. El presente estudio se centra en conocer la percepción de estos profesionales sobre las prácticas de apoyo, analizando la codocencia como práctica educativa inclusiva. Dicho estudio se centra en las Comunidades Autónomas de Madrid y del Principado de Asturias. Se utilizó una metodología cualitativa a través de grupos de discusión o grupos focales en la que participaron 91 docentes de la especialidad de Pedagogía Terapéutica. Los resultados revelan las principales percepciones que estos tienen respecto al tipo de apoyo que desarrollan en sus centros y la eficacia de la codocencia como práctica educativa inclusiva.

Abstract The aim of the work presented here is to show the effectiveness of creating a structure for dialogue between students and teachers with the aim of improving teaching practices in order to ensure the presence, learning and participation of all learners without leaving anyone behind. This is an action-research project in which six primary schools have participated. Each school involved learners and teachers from different academic courses and subjects, with the voluntary participation of 18 teachers and 52 student researchers, with a total of 201 learners taking part in the study. The starting point was a model of "inclusive research" in which strategies for student participation as researchers and collaboration among teachers were incorporated. Information on the impact of the research lessons was collected through interviews, focus groups, classroom observation and questionnaires. The results show the effect of these strategies on teacher professional learning, on teachers' beliefs and attitudes towards student participation and on the students themselves who have participated as researchers.

Resumen El trabajo que se presenta tiene como objetivo mostrar la eficacia de la creación de una estructura de diálogo entre estudiantes y profesorado con la finalidad de mejorar las prácticas docentes en el sentido de articular con equidad la presencia, el aprendizaje y la participación de todo el alumnado sin dejar a nadie atrás. Se trata de un proyecto de investigación-acción en el que se ha contado con la participación de seis centros de educación primaria. En cada centro se ha implicado alumnado y docentes de diferentes cursos y materias, contándose con la participación voluntaria de 18 docentes y 52 estudiantes investigadores, formando parte del estudio un total de 201 alumnos y alumnas. Se ha partido de un modelo de “investigación inclusiva” en el que se han incorporado estrategias de participación de los estudiantes como investigadores y colaboración entre docentes. La información sobre el impacto de las lecciones de investigación se ha recogido a través de entrevistas, grupos de discusión, observación en clase y cuestionarios. Los resultados muestran la repercusión de estas estrategias en la mejora docente, en las concepciones y actitudes de los docentes respecto a la participación de los estudiantes y en el propio alumnado que ha participado como investigador.

RESUMO: Este estudo foca as percepções dos alunos e do corpo docente sobre práticas instrucionais inclusivas em programas de formação de professores em três universidades diferentes (duas na Espanha e uma nos EUA). Sintetizamos essa estrutura em quatro dimensões: (a) identificação das necessidades e pontos fortes dos alunos, (b) acessibilidade aos espaços físicos e materiais, (c) metodologias e estratégias para engajar os alunos, e (d) valorização da diversidade como um recurso. Uma metodologia mista (questionário e entrevistas) foi utilizada para coletar as informações. Participaram deste estudo 653 estudantes universitários e 35 professores das diferentes faculdades de educação. Os resultados revelam as percepções dos alunos e do corpo docente tanto em relação às práticas efetivas para salas de aula universitárias inclusivas diversas quanto às barreiras à inclusão que afetam a aprendizagem nas instituições participantes. Os resultados refletem sérias discrepâncias entre alunos e docentes.

ABSTRACT: This study focuses on student and faculty perceptions about inclusive instructional practices in teacher training degree programs in three different universities (two in Spain and one in the USA). We synthetize this framework into four dimensions: (a) identifying students’ needs and strengths, (b) accessibility to physical spaces and materials, (c) methodologies and strategies to engage students, and (d) valuing diversity as a resource. A mixed methodology (questionnaire and interviews) was used to collect the information. Six hundred fifty-three university students and 35 faculty from the different education colleges participated in this study. Findings reveal the perceptions of students and faculty regarding both effective practices for diverse inclusive university classrooms as well as barriers to inclusion that affect learning in the participating institutions. Results reflect serious discrepancies between students and faculty members.