Teacher's Role in the Educational Inclusion of Students with Oral Communication Disorders

The assumption of new interpretations regarding the term educational inclusion and its evolution within the educational and social contexts imposes changes to the vision and work of the teacher. Numerous researchers from different latitudes have written about the definition of educational inclusion, its characteristics, the barriers that impede its concretion, the positive experiences and good existing practices; making contributions become theoretical-methodological foundations to take into account. However, it has been found that there are not enough scientific proposals regarding the resizing of the role of the teacher to favor the educational inclusion of students with oral communication disorders. The objective of this article, based on predominantly qualitative research, with collaborative action research as a methodological strategy, and from the application of a Likert-type survey, is to diagnose the attitudes of primary school teachers regarding the educational inclusion of students with oral communication disorders. On the basis of the results obtained, criteria for resizing the role of the teacher are offered based on this purpose. The study presented could enrich and transform significant aspects in the aspiration to build more and more inclusive schools.