Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS
Abstract
1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Instrument
2.3. Procedure
2.4. Data Analysis
2.5. Ethical Consideration
3. Results
3.1. Training
3.1.1. Emotional Education
3.1.2. Technology and Resources
“…It is important to acquire more training in ICT in order to deal with these new situations…”PROF-33.
“…It is necessary to continue being trained in the use of ICT adapted to students with functional diversity…”PROF-15.
“…Teaching staff request more training in specific resources for SEN and SENS students from public administration, as what they have at present is insufficient…”PROF-15.
“…Teachers ask the educational administrations for more training in specific resources for students with SEN and SEN, as the training they have is insufficient...”PROF-13.
“…Training in alternative communication systems to facilitate access to curricular content for SENS and SEN students...”PROF-42.
3.1.3. Family
“…Teacher training on strategies for conducting interviews with families, fostering empathy, closeness, enabling relationships of mutual help with families...”PROF-41.
“…Provide training on how to collaborate effectively with families and faculty…”PROF-22.
“…Training on the mastery of skills for affective and effective communication, which will help us to improve communication between teachers, students and family as another pillar that contributes to the emotional wellbeing of the educational community…”PROF-9.
“…The family plays a fundamental role in the learning process of children, and they are a source of support for professionals in educational centres. Without their help we cannot achieve our objective…”PROF-17.
“…In training it is important to include the role that the family plays and their contributions to the school…”PROF-36.
3.1.4. Collaboration
“…sharing work with teachers from a collaborative vision to work in a systematic way…”PROF-2.
“…training in cooperative and collaborative work in a school environment, brings benefits for both students and teachers in promoting diversity and inclusion, improving communication skills…”PROF-9.
3.1.5. Theoretical Foundations
“…we have to be aware of the need for in depth knowledge concerning the characteristics of these students, to be able to give an appropriate response in the educational context. If we do not have in-depth training, we will not be able to achieve our objectives as teachers and we will treat a student without SENS like a SEN student…”PROF-11.
“… I don’t need training in the legal framework. To assist my SEN students, I just need to have knowledge about their disability and their evolutionary development…”PROF-1.
“…Courses on strategies to deal with the different situations that students with diversity may encounter at school and in the classroom…”PROF-20.
“…Clear and precise knowledge of each SEN, as well as intervention guidelines for each of the following: Autism Spectrum Disorder (ASD), intellectual disabilities, visual impairment, hearing impairment, motor impairment, communication and language difficulties…”PROF-35.
“Training in theoretical aspects of diversity and raising awareness of this issue...”PROF-26.
3.1.6. Intervention Strategies
“…I think training on specific strategies for SENS and SEN students is necessary…”PROF-27.
“…Ongoing training in intervention strategies for students with SENS and SEN. This allows us to keep up to date on best practices and evidence-based approaches…”PROF-13.
“…We need training on how to intervene with students with SENS and SEN, guidelines, strategies to identify them, etc.”PROF-36.
“…I consider that it is essential to be trained in teaching-learning strategies aimed at students with SENS and SEN in our autonomous community, …”PROF-43.
3.1.7. Curricular Adaptation
“…Development of materials tailored to the specific needs of students, families and faculty, …”PROF-23.
“…Teachers have to take into account SENS and SEN student characteristics in order to carry out curricular adaptations individually, …”PROF-39.
“…We need material resources adapted to SEN students’ needs…”PROF-2.
3.1.8. Inclusive Practices
“…With the aim of promoting personal integration within the classroom, offer training to help them to work with their group on the sense of belonging of their students, …”PROF-2.
“…it is necessary that teachers and students accept diversity in the classroom, …”PROF-14.
“… Activities to promote SENS and SEN students’ inclusion are needed…”PROF-16.
3.1.9. Awareness Training for SENS and SEN Students
“… receive training that offers teachers a different perspective in their approach to SENS students, and more specifically SEN students, that helps them to develop empathy and connect with their students, …”PROF-2.
“…Teachers should promote positive and tolerant attitudes towards their students, particularly those with SENS and SEN…”PROF-23.
3.2. Personal Resources Dimension
“Participation of SENS specialist teachers in meetings about Tutorial Action Plans, coordination spaces not only in the CCP or department meetings but also in teaching teams, spaces for welcoming students, teachers, and families, …”PROF-2.
“…Strengthen the Zone EOEPs and the Specific EOEPs, not only in terms of staff but also in terms of material…”PROF-42.
3.3. Material Resources Dimension
“…apps and ICT have become normalised and are already a part of our reality. This fact in an increasing reality and has opened up new possibilities for the school…”PROF-19.
“…To have the technological resources that allow us to be in continuous contact with families and students (WEBEX, school blog, Gsuite…). The centre has to be sure about the technological resources that families have at home, …”PROF-30.
“…Adaptation of materials for diversity among the student body in general and in particular for SEN and SENS students, …”PROF-9.
“…spaces and digital educational resources with easy access and use. From virtual classrooms, platforms such as educational applications, communication tools, that is to say, the use of tools that allow for effective and safe contact with students and families, …”PROF-9.
3.4. Relationships between the Three Dimensions of This Study
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Dimensions | Questions |
---|---|
Training | What specific training have you received in relation to the care of SENS and SEN students? |
Personal resources | What personal resources do you consider necessary to support SENS and SEN students in your classroom? |
Material resources | What material resources do you use or consider necessary to support SENS and SEN students in your classroom? |
Category | Subcategory | Description | Code |
---|---|---|---|
Sensitisation Training for SENS and SEN Students | Understanding and appreciation of individual differences | Promote understanding and appreciation of the differences | SENSI |
Theoretical basis | Concept and types of SENS and SEN | Definition and classification | FCCON |
Legal and regulatory framework for attention to diversity | Regulation applicable to SENS and SEN students | FCNOR | |
Model and approach for inclusive education | Sets of rules and procedures for responses | FCMOD | |
Evolutionary development and characteristics of SENS and SEN students | Knowledge of evolutionary stages | FCCAR | |
Curricular material adaptations | Material adapted to the needs of students with SENS and SEN | Adjustments and modifications made to the different elements of the curriculum to meet their needs | ACUMA |
Intervention strategies | Teaching–learning intervention strategies for SENS and SEN care | Procedures implemented to achieve meaningful learning | EIEA |
Strategies to promote student participation and autonomy | Procedures implemented to achieve meaningful learning | EPAR | |
Inclusive practices | Design of activities and programs that promote student participation | Actions implemented to promote student access and participation in the different areas of the centre | PRADA |
Creation of an inclusive school culture and acceptance of differences | Set of actions to generate values and beliefs that favour inclusion | PRACUL | |
Collaboration | Teamwork with other professionals | Working with different professionals towards a common goal, exchanging knowledge and experience | COLEQU |
Networking with the rest of the teachers in the school | Generate a space for cooperation to exchange information and achieve the objectives | COLRED | |
Coordination with external support services | Establish relationships with agents outside the educational centre | COLSERV | |
Emotional Education | To develop students’ emotional and social skills | To train students to establish healthy relationships and manage their emotions | EEHAB |
Strategies for emotion management and conflict resolution | To train students to learn how to manage conflict situations in the centre or in other contexts | EEGES | |
Creating emotionally safe and supportive classroom environments | Learning to manage the climate and the relationships established in the classroom | EESEG | |
Family | Involve and collaborate with the families of SENS and SEN students | Learning to generate cooperative work with families | FAMCOL |
Recognition of the family’s role in the educational process | To sensitise and make teachers aware of the role and importance of families in the school context | FAMPAPEL | |
Strategy to encourage the active participation of families in education | Learn strategies to encourage family participation and involvement in the centre | FAMPAR | |
Technology and resources | Use of technology and resources to support the education of SENS and SEN students | Learning how to use ICT tools to promote student learning | TECUSO |
Specific resources depending on the type of SENS and SEN | To be aware of specific tools for each SENS and SEN | TECRE |
Dimension | Category | Description | Code |
---|---|---|---|
Personal resources | LSE Interpreter | Professional who interprets simultaneously between spoken Spanish and Spanish Sign Language (LSE) to facilitate information access | ILSE |
Communication mediator | Professional who supports deaf, deafblind and people with communication disorders in their interaction with the environment, to facilitate communication | MEDCOM | |
Hearing and Language Teacher | Professionals who work with students to enhance their communicative and linguistic skills according to the school’s guidelines | ORI | |
Teacher specialising in SENS | Involves developing a deep and empathetic understanding of the needs, challenges, and potential of these students, as well as promoting positive attitudes | MAESAL | |
Counsellor | Professionals who are responsible for supporting students academically, socially and personally to help them thrive. They give advice to teachers who care for SENS and SEN students | PROFESNEAE | |
Material Resources | Adapted didactic material | Materials adapted to the needs of students (Braille books, audiovisual resources, subtitles, etc.) | MATADP |
Communication support | Augmented and alternative communication system to support communication (pictograms, communication boards, voice communication applications, LSE, shadow teacher) | RECACOM | |
Technology | Technology that facilitates access and participation of SENS and SEN students in their educational process (accessibility applications, augmented or alternative communication devices or screen reading software) | TECNO |
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© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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Rodríguez-Jiménez, M.d.C.; Puerta-Araña, I.; González-Afonso, M.C. Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS. Disabilities 2024, 4, 872-892. https://doi.org/10.3390/disabilities4040054
Rodríguez-Jiménez MdC, Puerta-Araña I, González-Afonso MC. Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS. Disabilities. 2024; 4(4):872-892. https://doi.org/10.3390/disabilities4040054
Chicago/Turabian StyleRodríguez-Jiménez, María del Carmen, Irene Puerta-Araña, and Miriam Catalina González-Afonso. 2024. "Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS" Disabilities 4, no. 4: 872-892. https://doi.org/10.3390/disabilities4040054
APA StyleRodríguez-Jiménez, M. d. C., Puerta-Araña, I., & González-Afonso, M. C. (2024). Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS. Disabilities, 4(4), 872-892. https://doi.org/10.3390/disabilities4040054