THE CREATION OF AN INCLUSIVE GUIDANCE MODEL: ETHNOGRAPHIC CASE STUDY IN AN INCLUSIVE SCHOOL

Abstract

Educational guidance has inherited a clinical intervention model based on the individualized diagnosis of students’ educational needs. This is a practice that rejects the promotion of inclusive education. This research aims to redefine and reposition the role of educational guidance in order to materialize an action which is coherent with the promotion of inclusive school paradigm. All of this through a participatory ethnographic methodology, framed in an intrinsic case study. This is carried out in a rural grouped center, which aims to move towards inclusion. The content analysis of the data shows us the values, policies and practices that the guidance team boost in order to become a useful actor for inclusion. Thus, the results of the study highlight key elements for the construction of the inclusive guidance model, for example: the positive view towards diversity, multidisciplinary and cooperative work, via co-teaching experiences, with different professionals in the ordinary classroom. Also, the promotion of training about inclusion and the recognition of the guidance team as a driving force for changing. In this sense, the conclusions of the research show that, without the presence, participation and learning of the guidance team in the classroom, it will be difficult to increase these actions to promote inclusion and improve the educational experience of all students.