Attention to diversity in southern spain: conceptions and practice of the therapist pedagogue

Authors

DOI:

https://doi.org/10.5902/1984644425247

Keywords:

Attention to diversity, Teacher training, Inclusive education.

Abstract

The objective of this research is to deepen in the reality of the diversity attention in primary education stage. From a qualitative approach, the conceptions and practices developed by therapeutic pedagogy (PT) teachers in their classrooms are analyzed. Besides, the advances and limitations that they experience and the type of their continuous training, among others, are also considered. The results show the degree of inclusion of their actions, while indicating the need to foster involvement among teachers and improve the training of specialists. The conclusions indicate the PT's satisfaction with its educational practice and the need for continuous training that helps to seek the student's standard development and overcoming existing barriers.

Author Biographies

Manuel Delgado García, Universidad de Sevilla (España)

Doctor en Psicopedagogía y profesor acreditado "Ayudante Doctor". Departamento de Teoría e Historia de la Educación y Pedagogía Social de la Universidad de Sevilla. Líneas de investigación: formación docente;historias de vida; orientación y tutoría; tecnologías educativas.

Francisco Javier García Prieto, Universidad de Huelva (España)

Docente e Investigador postdoctoral del Área de Didáctica y Organización Escolar, Departamento de Educación de la Universidad de Huelva (España). Doctor en Ciencias de la Educación. Líneas de investigación: escuela rural, currículum, innovación escolar, materiales curriculares y atención a la diversidad. Es investigador del Grupo GAIA (HUM-133) y ha realizado diferentes estancias de investigación internacionales.

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Published

2017-04-28

How to Cite

Delgado García, M., & García Prieto, F. J. (2017). Attention to diversity in southern spain: conceptions and practice of the therapist pedagogue. Education, 42(1), 15–32. https://doi.org/10.5902/1984644425247

Issue

Educação, v. 42, n. 1, jan./abr. 2017

Section

Continuous Demand

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