Article
Spanish, Portuguese
ID: <
oai:doaj.org/article:0e10e8ae5c4a47f2a8dff92fc85ad6d4>
·
DOI: <
10.5902/1984644425247>
Abstract
This research aims to deepen the reality of the approach to diversity in primary education. Through a qualitative approach, the conceptions and practices developed by teachers of therapeutic pedagogy (PT) in their classrooms are analysed; the progress and constraints it is experiencing; the type of continuous training available to them, among others. The results show the degree of inclusiveness of its actions, while indicating the need to foster teacher engagement and improve the training of specialists. The conclusions indicate the PT’s satisfaction with its educational practice and the need for continuous training to help seek the standardised development of the student and overcome existing barriers.