Co-teaching planning: a Co-Plan agenda to support the role of the special educator
Co-teaching planning: a Co-Plan agenda to support the role of the special educator
Authors
Hidalgo, Camila Belen Espinoza
Gutierrez, Carmen Paz Tapia
Gutierrez, Carmen Paz Tapia
Profesor GuĆa
Authors
Date
Datos de publicaciĆ³n:
10.19053/22160159.v14.n39.2023.14796
PRAXIS & SABER,Vol.14,,2023
PRAXIS & SABER,Vol.14,,2023
Tipo de recurso
Article
Keywords
Materia geogrƔfica
Collections
Abstract
Inclusive education, the cornerstone of transformative education, favors the learning and participation of students with special needs. When analyzing the practices between a special educator and a regular classroom teacher, a scarce collaboration in co-teaching and devaluation of the role is identified. The objective is to strengthen the planning dimension to strengthen the special educator's role. The research was guided by a qualitative approach and an action research design, from which a co-teaching agenda was created to strengthen the planning dimension. A special education teacher and a regular elementary school teacher participated. The results show achievements in all dimensions of co-teaching. The work with the agenda contributed to the organization, collaboration, and valorization of the role of the special education teacher. It is concluded that the Co-plan agenda is a valuable tool to facilitate professional collaboration and allows the transition from a blurred role of the special education teacher to a professional valorization.