Inclusion and integration: support teachers in english learning clas srooms.

Abstract

Students with specific educational needs (SEN) require the perriiranent sxpport Of professionals to improve the_ir school achievements. This study aims to identify teacling strengths cnd weaknesses in a group Of Special Education Support (SES) Teachers in the subject English as a Foreigl'a Language (EFL) in the context Of province pranabi, Ecuador. The study subscribes to the interpretive and social-critical paradigms and the mixed approach Of tpe sfientific research. The participants are 26 people. 4 SES teachers, 4 SEN students, and 18 university students of the Special Education Progrc[m in an Ecuadorian public university. The instruments used are survey, interview guide, and coptextual observation. The results show that Special Education Support Teachers contribttte effectively to strengthening inclusive education. Their main fiunctions are:(1 ) to support students with SEN in everyday classroom rutines, (2) to monitor the stedent's school adrance, (3) to coordinate the communication flow between families and sfhopls, and_ (4) to regulate students' enotional and behavioral responses. It concludes that a lack Of specific training f or foreign language instruction persists, a situation that limits their ef f iicient work in the subject.