Students with Severe Mental Disorder: Analysis of educational care received in the Madrid Regional Authority

Abstract

Students with Severe Mental Illness (TMG) make up a heterogeneous population group with similar characteristics both from the impact that the disease has on their academic journey and the educational attention they should receive. In this sense we understand that it is important to question the type of educational intervention that is performed with this population in the field of Madrid Regional Authority, since when the child has a TMG the difficulties to maintain in optimal conditions their studies are bigger. This is due to the fact that the intensive therapeutic attention that they have to receive along with the symptomatology proper to the mental disorder makes their stay and attendance very difficult to the educational center. The aim of this research is to analyze the educational attention received by students with TMG in Madrid Regional Authority, focusing attention on the pedagogical practices used and the role of teachers as a fundamental agent of educational intervention. For this we have used in-depth interviews and questionnaire of attitudes to investigate in our research subject through the specialized vision of the teachers who carry out their teaching practice in the Therapeutic Educational Centers of Madrid Regional Authority. The results we obtain question the educational attention that the students receive with TMG and talk about the lack of human resources and the lack of specific training of the teachers. On the other hand, we found statistical significance (p 0.02 < 0.05) between the implementation of inclusive educational practices and the role of the teacher.