El desempeño profesional del profesorado de apoyo y sus aportaciones al desarrollo de una educación inclusiva

  1. Marta Sandoval Mena
  2. Carmen Márquez Vázquez
  3. Cecilia Simón Rueda
  4. Gerardo Echeita Sarrionandia
Journal:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Year of publication: 2019

Issue Title: La inclusión educativa y social a debate

Volume: 49

Issue: 3

Pages: 251-266

Type: Article

DOI: 10.30827/PUBLICACIONES.V49I3.11412 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Metrics

Cited by

  • Scopus Cited by: 0 (20-02-2024)
  • Dialnet Métricas Cited by: 6 (18-02-2024)
  • Dimensions Cited by: 2 (24-12-2023)

SCImago Journal Rank

  • Year 2019
  • SJR Journal Impact: 0.375
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 624/1616
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 212/361

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 0.260
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 101/241

CIRC

  • Social Sciences: C
  • Human Sciences: C

Scopus CiteScore

  • Year 2019
  • CiteScore of the Journal : 0.4
  • Area: Education Percentile: 19
  • Area: Developmental and Educational Psychology Percentile: 14

Journal Citation Indicator (JCI)

  • Year 2019
  • Journal Citation Indicator (JCI): 0.06
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 670/723

Dimensions

(Data updated as of 24-12-2023)
  • Total citations: 2
  • Recent citations (2 years): 1
  • Field Citation Ratio (FCR): 1.0

Abstract

One of the pillars on which inclusive education is based demands, among other conditions, the questioning of the role of the supporting teaching staff. Within this framework, it is necessary to know the functions performed by support professionals in the schools and their proposals related to inclusive education. The study presented shows this double objective. On the one hand, to identify the “real” tasks and functions that have been carried out by support teachers in schools and, on the other hand, to describe the functions and/or tasks that these professionals consider they should perform in order to facilitate more effective support from an inclusive perspective. The study is based on a mixed methodology through questionnaires and discussion groups. The questionnaires were completed by 119 teachers from public and private schools in the Community of Madrid, 37 of whom also participated in discussion groups. Among the most relevant conclusions, it should be noted that support teachers demand support in the classroom and more time working together with teachers.

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