Network Support and Tutorial Action in Education

Network Support: Internal and External Support Services

Internal Support Services Center: Teacher Support

• Set up internal support by school professionals (teacher support for integration, support teacher training in schools in areas of remedial education)
• Duties of teacher support (Jordan, 1994): restorative and preventive model (see table in the book, pp. 231)
• Changing roles of teacher support:

• From individual deficit approach to global learning approaches.
• From therapeutic positions to curriculum positions.
• From preventive model to restorative model.

• Support Teacher: assists teachers in the curriculum adaptation process and cooperates with all teaching staff to develop strategies, materials, etc. to facilitate the inclusion of all students in the overall dynamics of the classroom and the center. This requires a process of adaptation and change of attitudes, theories, and practices through dialogue, reflection, and cooperation for change, innovation, and improvement in school.
• Therapeutic Pedagogy specialist teachers.
• Faculty Hearing and Language Specialist
• Curriculum support teacher for pupils with SEN

External Support Services Center: Focus on Educational Teams

• Planned by the Administration, composed of professionals who are not assigned to schools (psychologists, speech therapists, etc.)
• They are support resources to public primary and secondary education
• Strategies of external support (see box in the book pp. 234):
  • Concerning the content and as an expert advisor applying their knowledge about students and schools
  • Focused on facilitating processes, based on collaboration between counselors and teachers
• Evolution of strategies of external support:
  • From content-centric strategies to those focusing on the facilitation process
  • Linear transfer of knowledge from direct intervention expert engagement process and cultural influence (Escudero, 1992)
• Effectiveness and cost requirements for external support equipment:
  • External support services must be involved in national development processes
  • Redefinition of the roles of different professionals
  • Organizational structure and operation of the center: flexible and open

Other Specialized Educational Resources for Students with SEN

• Special Education Monitors

Attention to adolescents with retardation, motor disabilities, and multiple disabilities in coordination with teachers specializing in special education (pedagogy, language therapy, and hearing).

Focuses especially on the activities of feeding, grooming, mobility within and outside the classroom, use of assistive technology, implementation of behavior modification programs, etc.

• Educators

Intervention measures aimed at students to improve coexistence.

Collaboration with faculty in achieving this end.

Monitoring of disaffected students, student-conflict mediation, family center, and program development for the education of values and multicultural integration.

• Sign language interpreters: Serving as a bridge of communication, interpreting sign language among adolescents and teachers, and with other partners, to facilitate access to teachings and understanding of the explanations and instructions of the school context.
• Educational counseling teams specializing in different disabilities.

Address the SEN arising from certain disabilities in collaboration with the Educational Guidance Teams, with support and guidance equipment and Guidance Department

Provincial geographical demarcation depending on the Provincial Delegation

Equipment: motor impairment, auditory, visual, severe behavior disorders, and pervasive developmental disorders.

Participate in Assessment Psychology and the development of Schooling Opinion

Advising regular teachers caring for students with disabilities and their families

Work with the DO and the OE team in identifying and assessing SEN

Contribute to the specialized training of teachers and professionals and OJ EOE

Assist in the formulation of Curriculum Adaptation in relation to matters relating to the specialized treatment of disability

Tutorial Action

• Protection of an immature or growing individual who cannot defend themselves.
• Guidance and direction of progress, development, support, reassurance, showing firmness, etc.
• Establishing a relationship between people, a relationship of trust based on knowledge, understanding, and dialogue.
• The mission of the tutor is to show students the way they learn to discover the world for themselves, help them solve their problems, prepare to face life critically and with dignity, and provide guidance.

Functions of Tutorial Action

• Is a social and subsidiary function:
• Tutorial: serves the individual and social development of the new generation who spend much of their time at school.
• By the subsidiary nature of its function, it has to account to parents and society in the development of their work.
• It is an ethical and political role:
• Guidance and counseling: it involves making decisions and directions in which to develop the tutorial (human values, social model, etc.)
• Guiding capacity depends on the consistency between discourse and praxis
• The action of the guardian must extend to the entire group of students
• Is a teacher and guidance role:
• Mentoring and guidance of students will be part of the teaching function. It is for schools to coordinate these activities. Each student group will have a tutor
• Moral: helping to know oneself, to know the physical and social environment, assessing the value of their actions and omissions, compliance with its development as a person, etc.
• Connect school life: contextualized curriculum, to solve the problems of life, organizing school experience relevant learning resulting from the professional autonomy of the tutor
• Is a function regulated by law:
• General: Planning, information and organization, Completion of documents (social control), Evaluation of process (education and social control)
• Aimed at students, guidance and personal development evaluation

Cognitive: learning, metacognitive strategies, critical thinking, etc.

Psychic-emotional: self-concept, self-esteem and control, assertiveness, etc.

Social: group relations, health, socio-labor, etc.

• Addressed to teachers: Coordination, development tutorial, etc.
• Directed to the family: information, communication, cooperative involvement, etc.

Tutorial Keys to Diversity

• Tutor: catalyst, coordinator (in the student group, in the teachers, and between them), with an educational function (to help meet the demands and concerns of students, facilitate their integration into the group, encourage their participation in activities, address their difficulties, etc.), in collaboration with the educational guidance team and family
• Tutorial work keys consistent with attention to diversity:
  • In connection with students
  • In connection with teaching colleagues
  • In relation to parents
  • In relation to educational and political authorities