Support teachers and the barriers that interfere with the creation of inclusive educational supports

The attainment of inclusive educational support requires a common response to diversity for the whole centre, which generates spaces that ensure the presence, participation and socioeducational achievement of all students. The general objective of this study is to analyse how educational support is developed from the framework of action of inclusive education in a territory from the Region of Murcia. For this purpose, a descriptive, non-experimental and mixed research was carried out using a questionnaire in which 23 support teachers participated. The results show a dissociation in the tasks of the support teachers towards the regular classroom, a largely individualised attention outside the regular classroom towards the students who receive support, and a lack of coordination and joint work on the part of the support teachers and the regular classroom teachers. It is concluded that the transformation of the barriers that hinder the establishment of inclusive support systems into facilitators for inclusion, can be determined by the existence of a more flexible curriculum, teacher training in inclusion and the reformulation of teaching roles towards more collaborative profiles.