Resources and supports for the educational attention of students with special educational needs

Abstract

The article presents the results of research related to the education of children, adolescents and youth with special educational needs. It emphasizes on the search for a possible solution to the problems concerning attention to diversity. Its purpose was the modeling of a resources and supports conception for educational attention to students with these characteristics, mediated by teacher training. The use of content analysis method in its descriptive-explanatory mode, the modeling and the systematization of experiences constituted the ways for the integration of judgments, criteria, points of view and valuations which guided the proposal and its implementation from the possibilities that teacher training offers. Special educational needs are related to disability and states such as behavioral alterations, generalized or specific learning difficulties, high intellectual abilities, educational backwardness and diverse social situations. Its complexity implies a professional challenge to which the proposed developer conception responds, whose methodology provides alternative solutions through reflection workshops implemented with teachers in educational units from Guayaquil City (Ecuador). The workshops allowed teachers to incorporate in their professional performance, theoretical and practical elements that favor the attention to students with special educational needs in conditions of educational inclusion, through the revaluation of resources and support for good practices in an inclusive school, not considering the type of students who are educated in it, but by its conception and development.