Support Professionals’ Perceptions of Tteir Readiness to Meet the Challenges of Inclusion

Abstract

The various professionals involved in the processes of educational inclusion, as noted by prominent authors (Sevilla Santo et al., 2018; Arnáiz, 2019; Muntaner-Guasp et al., 2022), are considered key elements for effective inclusive practices. In this regard, achieving quality education necessarily requires appropriate training not only for teachers (Figueredo & Ortiz, 2019) but also for all other staff working with students with Special Educational Support Needs (NESE) associated with disabilities. The aim of this research is to understand the perceptions that educational support professionals have about their training to intervene in the process of educational inclusion. Participants in this study included Social Integration Technicians (TIS), Sign Language Interpreters (ILS), and Therapeutic Pedagogy Teachers (PT). The data-producing sample consisted of 238 professionals, of whom 202 were women and 36 men. A specifically designed questionnaire was used as the data collection instrument. The results show that educational support professionals positively assess their training in inclusion and emphasize their commitment to continuous improvement, perceiving themselves as better prepared than regular classroom teachers. However, the study also reveals training and resource deficiencies within the educational system, as well as significant differences in perceptions of inclusion based on gender, type of institution, and its location. In conclusion, educational support professionals view their inclusion training positively and consider themselves to be in a process of constant professional development, though they acknowledge a training gap compared to regular classroom teachers and a lack of adequate resources in schools. The results highlight the need for more practical and contextualized initial and ongoing training, along with structural measures to ensure real and equitable educational inclusion.