Resumen

BUZICA, Mirela Ileana. Coordination between support professionals and mainstream teachers as a predictor of the educational inclusion of students with special educational needs. Rev. Int. Investig. Cienc. Soc. [online]. 2026, vol.22, n.1, pp.133-142. ISSN 2226-4000.  https://doi.org/10.18004/riics.2026.junio.133.

Inclusive education requires the coordinated participation of multiple professionals who jointly support students with special educational needs (SEN). This study analyses the relationship between support professionals—Therapeutic Pedagogy Teachers, Social Integration Technicians and Sign Language Interpreters—and mainstream teachers. The research follows a mixed-methods design based on a questionnaire administered to 238 support professionals from different Spanish regions and complemented by discussion groups. Results indicate that communication and coordination among professionals directly influence inclusive processes, job satisfaction and the educational response provided to students with SEN. The study concludes that collaborative professional cultures are essential to advancing towards fully inclusive educational models.

Palabras clave : collaborative work; inclusive education; mainstream teachers; special educational needs; support professionals.

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