Co-teaching as an inclusion strategy in Primary Education. The role of diaries in an action-research experience

Abstract

INTRODUCTION. This article describes the main findings of the first cycle of an action-research process of co-teaching developed during a school year in a public primary school. The work team has been formed by three professionals: the therapeutic pedagogy specialist (PT), the hearing and speech specialist (AL) and the tutor of a group of second grade of primary education. They designed inclusive activities to carry out in the reference group where a student with Special Educational Needs (n.e.e.) is enrolled. METHOD. Two weekly sessions of co-teaching were held, guaranteeing the participation of all students in an action-research process. Diaries of all sessions (29 in total) were kept and analysed inductively and qualitatively. RESULTS. Seventeen thematic codes were obtained, which were grouped into seven categories and four dimensions: co-teaching strategies, life in the classroom, learning strategies of n.e.e students and teachers' beliefs/relationships. DISCUSSION. The analysis showed benefits of this methodology not only for the inclusion of all students but also for the professionalisation of teachers, although difficulties were not lacking either.