Trabajo colaborativo para la inclusión educativa en tiempos de pandemia por Covid-19, mediante TIC

Abstract

For the educational inclusion of students with support needs, teachers must work collaboratively, which has been challenging and could be even more so during the COVID-19 pandemic and the requirement for telecommuting. The objective was to analyze the representations that teachers have of collaborative work to educate students with support needs in virtual contexts. Case studies and grounded theory analysis were used. In-depth interviews were conducted in person and virtually. Among the main results are: 1. Collaborative work is primarily individual and assistentialist from special education teachers. 2. In the virtual context, exclusion has been exacerbated because work is done without collaboration, there is a lack of technological competencies, and no one has supported them.