Docentes de audición y lenguaje itineranteel trabajo colaborativo, reto pendiente para un nuevo perfil

  1. Luque de la Rosa, Antonio 1
  2. Hernández Garre, Carmen María 1
  3. Fernández Martínez, María del Mar 2
  4. Carrión Martínez, José Juan 1
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Almería (España)
Aldizkaria:
Educación: revista de la Universida de Costa Rica

ISSN: 0379-7082,  2215-2644

Argitalpen urtea: 2019

Zenbakien izenburua: Revista Educación (enero-junio)

Alea: 43

Zenbakia: 1

Orrialdeak: 170-182

Mota: Artikulua

DOI: 10.15517/REVEDU.V43I1.28110 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Educación: revista de la Universida de Costa Rica

Garapen Iraunkorreko Helburuak

Laburpena

This study aims to contribute to the understanding of the reality of itinerant hearing and language teachers, in their performance with the educative community, with teams of educative counseling, by the analysis of the collaborative and coordinative dimension in their labor, as well as the obstacles for its development. This research paper is approached from a naturalist methodology, using information gathering techniques such as interviews, observation and documental analysis. The study has been carried out in a provincial context, with seven analyzed organizational units, which corresponds to the same number of counseling teams and ten key informants. Among the main findings, it has been found that the educational model based on the collaborative work and teacher coordination as a basis for the intervention of itinerant hearing and language teachers is still a pending challenge. In accordance with the previous idea, coordination between hearing and language teachers and the educational center is scarce, confirming the lack of dedication to the center and/or educational communities for planning tasks, coordination, attention, etc., which hinders the coordination among these, to which it joins an apparent family disinterest and the conception as an external specialist by the educational centers. Considering this situation, it is necessary to rethink the lines of action of these teachers in order to enhance mechanisms that channel collaboration strategies, with the diverse actors involved in the educational process of the students they serve.

Erreferentzia bibliografikoak

  • Referencias extraídas
  • ACOSTA RODRÍGUEZ, V.M. (2003). Las prácticas educativas ante las dificultades del lenguaje. Una propuesta desde la acción. La colaboración entre logopedas, psicopedagogos, profesores y padres. Barcelona: Grupo Ars XXI de Comunicación, S.A.
  • ACOSTA RODRÍGUEZ, V. M. y MORENO SANTANA, A. M. (1999). Dificultades del lenguaje en ambientes educativos. Del retraso al trastorno específico del lenguaje. Barcelona: Masson.
  • ATENCIA YUSTE, A. (2010). La intervención del maestro/a de audición y lenguaje con alumnos/as con autismo o con otras alteraciones graves de la personalidad. Revista Digital Innovación y Experiencias Educativas, 33, 1-11.
  • BAWEJA, S., SANTIAGO, C. D., VONA, P., PEARS, G., LANGLEY, A. y KATAOKA, S. (2016). Improving implementation of a school-based program for traumatized students: Identifying factors that promote teacher support and collaboration. School Mental Health, 8(1), 120-131.
  • CARRIÓN MARTÍNEZ, J. J. (2001). Integración escolar: ¿Plataforma para la escuela inclusiva? Málaga: Ediciones Aljibe.
  • CASTEJÓN FERNÁNDEZ, L. A. y ESPAÑA GANZARÁIN, Y. (2004). La colaboración logopeda-maestro: hacia un modelo inclusivo de intervención en las dificultades del lenguaje. Revista de Logopedia, Foniatría y Audiología, 24, 55-66.
  • ECHEITA SARRIONANDÍA, G. (2006). Educación para la inclusión o educación sin exclusiones. Madrid: Narcea.
Datuen iturria: Dialnet