The Shared teaching as a real inclusive strategy an analysis for its implementation

Abstract

One of the bases on which the inclusive school is sustained is the concept and perception of support, which goes beyond its specialized focus on attending to the needs of students with Specific Needs of Educational Support (NEAE) and includes the intervention of Therapeutic Pedagogy (PT) teachers in the classrooms of the group-class together with the classroom / subject teachers. This manuscript analyzes how to carry out shared teaching to make it a real inclusive strategy, its possible organization, the pedagogical approaches and types of activities related to shared teaching, as well as an evaluation and
assessment of it. In conclusion, in order to achieve a shared teaching between PT teachers and classroom / subject teachers, it is necessary to start from the organization of the educational center and promote space-time conditions for the planning and careful evaluation of it among the different educational agents.