Actions with students with specific needs for educational support: The case of the Basque country

Abstract

This piece of research tends to get to know the actions addressed to the students with specific needs of educational support carried out in the Basque Country. The purpose of the study is to analyse how the educational answer is organized for this group. From a qualitative perspective, it deepens on the perceptions of educational professionals involved in this process considering the measures put in place. In-depth interviews were held with Primary and Secondary teachers, an educational-psychologist, a counsellor and a professional consultant on this matter in order to get a first panoramic of the development of inclusive education in this region. Results address barriers to learning, grouping strategies, methodological approaches, support received and collaboration among institutions. Results underline that in the Basque Country relevant milestones seem to have been achieved in order to create a highly inclusive educational system. However, there are still relevant aspects for improvement, considering the model where educational and psychological evaluations are based; the support measures used for students with specific educational needs; teacher's role and methodologies in class; collaboration with the support team; and relationship with the community. Discussion evidences that teacher training on inclusive education and collaboration among professionals and institutions are key factors to achieve relevant transformations on the student's personalized attention.