Análisis de las Aulas Abiertas Especializadas en los centros de Educación Infantil y Primaria de la Región de Murcia desde la perspectiva de los profesionales

Resumen

Education must be conceived as a facilitating element for the development of every individual. Educational policies establish that all children have the right to education, but we cannot understand this right as mere attendance or placement in the school system, but rather it is necessary to develop inclusive practices. In this sense, to promote the implementation of the principle of inclusion and respond to individual differences, centers can incorporate in their educational intervention a series of general actions, ordinary measures and specific actions. Among the specific measures developed in the Early Childhood and Primary Education schools of the Region of Murcia, we find the Specialized Open Classrooms that aim to serve students with permanent special educational needs who require extensive and generalized support, in such a way that the educational response is developed in a normalized and inclusive environment. To verify whether Specialized Open Classrooms promote educational inclusion, it is essential to know the perception that teachers and other professionals have about the educational response that is being offered from this measure of schooling. Therefore, the general objective of our study is to analyze the perception that teaching staff and other educational professionals have about Specialized Open Classrooms in Early Childhood and Primary Education Centers in the Region of Murcia. Likewise, the specific objectives that derive from the general objective of the study are: 1. Identify the specific training that teachers have in the field of responding to the learning needs of students enrolled in Specialized Open Classrooms. 2. Assess the level of coordination that teachers have in the educational response provided to students enrolled in Specialized Open Classrooms. 3. Examine the planning of the methodological and curricular elements involved in the teaching and learning process. 4. Know the value that professionals give to Specialized Open Classrooms as a specific measure of attention to diversity. The methodological approach is quantitative based on a non-experimental, descriptive survey-type design. The sample is made up of 571 professionals belonging to 88 Specialized Open Classrooms located in different centers. To collect information, five questionnaires were used aimed at the different professional profiles, specifically, questionnaires were administered to the management team, teaching team and other professionals of the open classroom, the Counselors, the Tutors of the reference classroom and the Tutors of the open classroom. The results obtained show that all the professional profiles surveyed, both teachers and other open classroom professionals, highlight that this schooling measure facilitates learning, socialization, enriches the educational center and favors inclusion without affecting the performance of the student. rest of the students. Likewise, the findings show that open classroom Tutors are more prepared, in terms of their initial training, to address the diversity of the classroom. In conclusion, although teachers consider that Specialized Open Classrooms favor the principle of educational inclusion, studies show that they have become a parallel path to ordinary classrooms since, although students educated to this extent share spaces and times with the rest of the classmates in the regular classroom, in these meetings the criterion of full participation that defends the inclusive education model is not guaranteed.