Resumo

GUTIERREZ RIVERA, Roberto  e  GOMEZ BONILLA, R. Edgar. Interdisciplinary work. Supportive teacher reflections about its functionality in the special education services. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2017, vol.8, n.15, pp.58-80. ISSN 2007-7467.  https://doi.org/10.23913/ride.v8i15.290.

The purpose of this article is to present the academic and institutional conditions within the Special Education Graduate develops the teaching practicum in the special education level; in that respect, the functioning of the interdisciplinary work is analyzed in the attention of students who face Barriers for Learning and Social Participation (BLSP) and who are attended by the Support Service Unit to the Regular School (USAER). The methodological approach is qualitative, based on a phenomenological approach and case study, which allow interpreting the meanings assigned by the teachers to the interdisciplinary work, based on the pedagogical-didactic component from the research category. Teaching practicum, is used as a study reference for teachers who graduated from the Special Education Normal School, who are located within three educational contexts in the State of Oaxaca, Mexico.

The findings obtained point out the interdisciplinary work relevance, to assure the attention to disable students, as an inherent exercise to the professional practicum in the attention to the diversity from the special education level.

Palavras-chave : Interdisciplinary work; supportive teacher; special education; Barriers for Learning and Social Participation; disability.

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