Resumen:
El trabajo colaborativo entre profesor y logopeda es una importante herramienta para el adecuado abordaje del estudiantado con Necesidades Educativas Especiales en la sala de clases. Los desafíos que propone el desarrollo de la inclusión educativa han llevado a que el profesor por si solo no pueda dar respuestas educativas a toda la diversidad de estudiantes que conviven dentro del aula. Debido a esto, el profesor ha necesitado la participación de otros profesionales como el logopeda, ya que su rol está estrechamente relacionado con el desarrollo de lenguaje y aprendizaje. El objetivo de esta investigación es comprender las barreras y facilitadores que presentan duplas de profesores y fonoaudiólogo para el trabajo colaborativo en escuelas inclusivas. La investigación tuvo un diseño cualitativo. Se realizaron entrevistas semiestructuradas a 17 duplas de profesores y logopedas que trabajaran juntos en escuelas inclusivas. El guión temático, fue validado mediante juicio de experto. Los datos fueron analizados utilizando análisis de contenido, se realizó codificación abierta, axial y selectiva, con apoyo de Nvivo en su ultima versión. Los resultados muestran que existen diferentes niveles de desarrollo del trabajo colaborativo, existen barreras y facilitadores relacionados a características personales, profesionales, de la escuela y de las políticas que influyen en su desarrollo. Se discuten posibles acciones que permitirían fortalecer el trabajo colaborativo entre profesionales en contextos inclusivos. Esta investigación cuenta con aprobación de comité de ética Folio: 08/2021
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