Necesidades de los centros y aulas de educación especial en relación a la acción tutorialuna propuesta formativa de orientación e intervención didáctica

Laburpena

This study is framed in the research line "Attention to Diversity in the educational context". Specifically, it focuses on the Tutorial Action (TA) carried out by the Therapeutic Pedagogy teachers who teach as tutors in Special Education Classrooms and Educational Centers. A.T. which closely involves families and which falls directly on students with severe, multiple and permanent special educational needs (ACNEE). To verify how the Tutorial Action is developed in these very specific contexts (modalities C and D), it begins with an identification of the needs around T.A. of the three protagonist sectors of our Thesis: the tutors of the Specific Classrooms, the students with Special Educational Needs enrolled in said classrooms and their families. Thanks to the information collected, an Orientation Guide for Tutorial Action in Specific Classrooms (A.T.A.E. Guide) is designed for the entire Educational Community related to these classrooms. For these purposes, a mixed nature investigation is carried out, where questionnaires and interviews have been used for the tutors of the Specific Classrooms locates in the Ordinary centers of Huelva and province and those of the only Specific Public Education Center Special that it is in Huelva capital and the families that have their children enrolled in them. Topics such as the training they have, the organization and operation of face-to-face tutorials or the possible existing coordination are discussed. These aspects are included in both instruments that will be passed on to both tutors and relatives in order to carry out a comparative study. At the same time, an observation is made to students with special educational needs enrolled in these Specific Classrooms. In principle, the observation is focused on the areas of development (cognitive, psychomotor, communicative and autonomy) to outline a first profile of the participating students. It corresponds to a wheelchair dependent student body, with a severe cognitive level, who does not have any communicative intention or oral and/or gestural language or augmentative or alternative communication system and with a total dependence at the level of autonomy. Subsequently, the observation focuses on the area of autonomy because it is the priority to work according to the results of the tutors and family members. In this second process, the capacities related to the posture maintained at the table, when eating, drinking or in terms of sphincter control are broken down. And, finally, certain tasks typical of autonomy are explored in depth with those participants who do not have limitations in the upper limbs, nor in the intake of food and drink orally and do not require diapers. In this way, the help they require to carry out essential daily tasks such as: eating, drinking, washing their hands, brushing their teeth and going to the bathroom is verified. Once again, a comparative study is made between the students belonging to the Specific Special Education Classrooms of the Ordinary Centers and those of the Specific Center where it is verified that the level of affectation is higher in the second context, requiring physical or verbal help in all tasks except toilet training. Despiste the fact that students have severe, multiple and permanent needs, we must avoid having low expectations with them and focus solely on personal care and/or entertainment. It is convenient that the perception towards them is positive, highlighting their potential and skills over their deficits. The conclusions and the detected demands and needs are the basis of the final product resulting from our research: A.T.A.E. Guide, which aims to serve as support for that group linked to the Specific Classrooms. It is an individualized guide with reflective and critical overtones that invites us to question the work of tutoring in these very specific contexts and the participation of the families of students with N.E.E. and provides guidelines for a proper functioning of the Tutorial Action. As Verdugo (2002) comments, the quality of life of the person with disabilities and their family will largely depend on the responses to the needs. Taking this premise into account and under the principle of individualization that is so essential in the field of Attention to Diversity, we wanted to give a voice to this less favored, minority and specific group through our Thesis and, specifically, with the elaboration of the Guide.