Fields of Educational Psychology and Counselling
Revista especialitzada en assessorament, intervenció i orientació psicològica, pedagògica, psicopedagògica i social vinculada als contextos educatius i de desenvolupament dels nens i joves des del vessant educatiu, social i sanitari.
Associació Catalana de Psicopedagogia i Orientació
The authors maintain their copyright and give the right to the first publication of the work to the journal, registered under a Creative Commons Attribution-Non Commercial-NoDerivs license. This license allows others to download the works and to share them with others as long as they credit the author, but it does not allow for any kind of modification or commercial use.
Copyright (c) 2026 Jaume Forn i Rambla https://creativecommons.org/licenses/by-nc-nd/4.0
La escuela que escucha. El poder de la palabra y el vínculo en la experiencia educativa
Copyright (c) 2026 Josep Amorós Contra https://creativecommons.org/licenses/by-nc-nd/4.0
Personal experiences of students about psychopedagogical support, guidance and counselling
The article analyses how students (current and former students) experience psychopedagogical support and educational guidance in secondary schools. Based on 40 testimonies collected in interviews and questionnaires, it is found that almost all students have had at least one significant adult who has offered them emotional, academic or personal support. This support comes mainly from tutors or teachers, even if they do not have specific training, or from guidance counsellors at the school. The positive experiences highlight the importance of the figure of the significant adult: a close, coherent, empathetic and available person, capable of generating a bond of trust and offering emotional support. In some cases, this relationship has acted as a protective factor in situations of vulnerability. However, some testimonies relate experiences of neglect or misunderstanding. Students know and value the role of the guidance counselor, but are practically unaware of the role of the EAP’s professionals, which is often invisible in day-to-day life. They also demand more time and resources to guarantee individualized attention and better coordination between professionals. The counselor's final reflections emphasize that guidance is, above all, a human task based on presence, listening and care. The bond is the main driver of the emotional and academic growth of young people, and it is necessary for the entire teaching team to have relational training in order to offer quality guidance. Educational guidance is conceived as a continuous process, which accompanies not only academic decisions but also life trajectories.
Copyright (c) 2026 Iris Hernández, Cesc Notó https://creativecommons.org/licenses/by-nc-nd/4.0
Educational Guidance: the Invisible Thread that Supports the School
This article aims to give visibility to a work that often goes unnoticed in educational settings: guiding, supporting, and sustaining students. We speak from the perspective of a team that experiences daily orientation work up close with students, teachers, and families, building trust, resolving conflicts, and finding possible paths when challenges arise. We highlight the importance of this role, which operates across multiple functions and spaces and, despite its invisibility, has a profound impact on the well-being and development of each student. The article reflects on the complexity, challenges, strengths, and responsibilities of this work, as well as the need for recognition and resources to carry it out effectively. Essentially, it is a reflection on a profession rooted in human relationships, meaningful only when approached with presence, listening, and commitment to each young person and their story.
Copyright (c) 2026 Clàudia López https://creativecommons.org/licenses/by-nc-nd/4.0
Empowering human teams to lead and sustain change
This article describes the experience of the transformation of an educational center. The real change has been cultural: a profound transformation in the way we work, make decisions, and relate to one another. The transition from a subsidized-private school to a public school is just the starting point. The narrative is structured around the author's own convictions about what leadership for learning should look like, stemming from many years of experience as a Headmistress but also based on readings about leadership in education. Research shows that leading is, above all, about creating conditions for shared learning (Robinson, 2022; Hargreaves & Fullan, 2014; Stoll, 2020). And this is only possible when there is listening, trust, and a sense of purpose. Here, we share how to build a professional community capable of learning and transforming from within, through concrete practices, collective reflection, and a people-centered approach. Throughout the different sections, the key ideas that have guided this transformation are unfolded: the difference between management and leadership, the importance of nurturing the beginning of change, the power of experiences that foster team growth, and the value of narratives that explain the knowledge built. All of this is presented with a clear intention: that educational improvement becomes a sustained and shared practice, not the project of a few, but the culture of an entire school. The first section presents the leadership perspective that has shaped the project; the second describes how this perspective has been tested in the school's transformation process; the third outlines three specific experiences that demonstrate how this leadership is put into practice in daily activities. Finally, a brief open and balanced assessment is offered.
Copyright (c) 2026 Isabel Balaguer Millán https://creativecommons.org/licenses/by-nc-nd/4.0
Psycho-pedagogical advice team (EAP): Between law and reality. Present and future of a profession that is being built
The Educational Psychological Advisory Team (EAP), with over 40 years of experience, is positioned as the "bridge between the law and educational reality". This interdisciplinary team, formed by educational psychologists, physiotherapists, and social workers, operates in a constant duality, reconciling the administration's regulatory frameworks with the unique complexity of each school. Its redefinition, outlined in the EAP Roadmap, aligns with the Decree 150/2017 on Inclusive Education, implying a fundamental paradigm shift: moving from the traditional deficit model (focused on diagnosing the student) to the inclusive model (focused on the context). The EAP thus becomes an agent of change whose main mission is the detection of barriers in the educational environment, and the construction of collaborative responses. This advisory role seeks to transform schools by promoting changes and improvements from an inclusive perspective. The EAP must establish a relationship of trust with teaching teams and serve as a clear and accessible travelling companion for families, prioritizing equal opportunities and emotional well-being. The challenge is to guide schools to empower themselves, using language far removed from clinical diagnosis and center on improving the participation and learning of all students.
Copyright (c) 2026 Begoña Roca Carretero, Marta Sánchez Santacreu, Montserrat Solsona Rocabert https://creativecommons.org/licenses/by-nc-nd/4.0
The Importance of Families and Collaborative Work in Inclusive Education
The education and well-being of children is everyone's responsibility: schools, with their administrations and teaching staff; professionals in psycho-pedagogical support teams; and all educational and specialized services... but, undoubtedly, it must involve working together with families. Working together with so many stakeholders is not always easy; it requires building bridges of communication, harmony, and recognition, and above all, it requires focusing on the same goal. Schools and all professionals in the education system must be generous enough to work as a team and to involve families throughout the entire educational journey. This means involving them in decision-making about their child, but also listening to them and supporting them. In the current climate, where classrooms are as diverse as our city and society, this challenge becomes enormous and complex, since the diversity of families means that many more channels and shared spaces must be found. It also involves creating truly inclusive spaces, not only within the education system, but also in all relationships that are created from the core of the school.
Copyright (c) 2026 Anna Terra i Sans https://creativecommons.org/licenses/by-nc-nd/4.0
Interview with Susana Tarapiella Carreño - General Director d’Inclusive Education
Copyright (c) 2026 Consell de redacció https://creativecommons.org/licenses/by-nc-nd/4.0
Collaborating with teachers through psycho-pedagogical advice
It is proposed a course of action to define a shared work plan, agreed upon in collaboration with each educational centre, in order to offer a possible response to the historical aim of the EAPs to move beyond relationships with educational centres based solely on individual cases, and to develop more global intervention models that help schools and institutes improve the educational response for all students.
Copyright (c) 2026 Lluís Espunya i Danès https://creativecommons.org/licenses/by-nc-nd/4.0
Collaborative mentoring as a driver of reflective practice: the importance of the question
Educational services regularly receive requests from educational centers that want to improve the educational care they provide to their students. In the face of these demands, educational services must ask themselves what the counseling strategies are they will use to carry out their interventions. This article proposes collaborative counseling as a useful tool for promoting reflective practice within the center as a tool for improving the educational praxis of the center. Within this intervention framework, counselors have a great intervention tool that is the question. The question, together with silence, becomes a metacognitive modeling strategy at the service of a reflective practice based on the evaluation of evidence of the results of the educational practices of the center.
Copyright (c) 2026 Oscar Puigardeu Aramendia https://creativecommons.org/licenses/by-nc-nd/4.0
This article proposes understanding educational counselling as a practice of inquiry sustained by an ethical stance. First, it argues that counselling entails inquiring within complex scenarios, since advisory practice is always carried out in changing, uncertain contexts shaped by multiple constraints. Within this framework, the tensions that arise from practice itself are examined, tensions that are rooted in the singularity of subjects, institutions, and the situations in which intervention takes place. Second, the article advances a perspective that challenges the idea of neutral and apolitical counselling. It maintains that every intervention has ethical, social, and professional implications. For this reason, adopting a critical stance is essential: to counsel is to take a position, to situate oneself, and to intervene in what is considered relevant and open to transformation within a given context. Finally, the article highlights the tension between deontological frameworks and ethical reasoning. While regulations and professional codes provide reference points, real situations—especially in contexts of complexity—often demand responses that go beyond what norms and established forms of knowledge can anticipate. Therefore, the article argues for a situated ethics that assumes there are no general criteria applicable to all cases. This situational perspective requires the ability to grasp what is relevant, to elaborate it with discernment, and to make responsible decisions in each counselling situation.
Copyright (c) 2026 Enric Bolea, Esther Cárcel Ferrer https://creativecommons.org/licenses/by-nc-nd/4.0
Advice as support for innovation to transform classrooms and schools into inclusive, equitable, and high-quality contexts
This article addresses consultation processes as processes that support the transformation of classrooms and schools into more inclusive and equitable contexts, and therefore of higher quality. We propose a set of theoretical concepts and principles that can serve as a basis for collaborative consultation addressed to generate innovative projects that transform schools in this regard, and presents a broad set of criteria and strategies, informed by these concepts and principles, that may be useful in guiding these support processes. These criteria and strategies are organised around four key moments in the collaborative development of processes of change and improvement of educational practices in schools: (i) the initiation of these processes, (ii) the introduction in some classrooms of substantial improvements which are strategic to create models of inclusive and equitable practices of quality, (iii) the generalisation of these improvements to turn them into school innovation projects, which can involve more teachers and extend these improvements to more classrooms, and (iv) the transformation of institutional practices and policies to consolidate cultures of equity and inclusion in educational communities. Finally, it is emphasised that the criteria and strategies outlined above cannot be conceived and developed in isolation from the characteristics of the specific contexts in which the transformation processes take place, and some contextual conditions are proposed, referring to the support offered to schools, which may favour or hinder these processes.
Copyright (c) 2026 José Ramón Lago, Javier Onrubia, Marta Minguela https://creativecommons.org/licenses/by-nc-nd/4.0
Basis for the training of psychopedagogical advisors: current situation and future challenges
The article examines the foundations and current challenges of training psychoeducational advisors, highlighting that this profession is shaped at the intersection of educational psychology, pedagogy, and school innovation. From a socioconstructivist perspective, it argues that advisory practice should be grounded in collaboration, contextual understanding, and joint work with teachers, families, and the wider community. The authors stress the importance of viewing learning as a process that unfolds across time and contexts, and of enabling advisors to identify learners’ learning ecologies and funds of knowledge. The article also emphasizes the need to promote evidence-informed educational practices, fostering inquiry and systematic reflection. Finally, it proposes that the training of future advisors should incorporate authentic experiences, research competencies, communication skills, and a professional ethic oriented toward inclusion and social justice.
Copyright (c) 2026 Eva Liesa, Anna Engel, José Luis Lalueza, Moisès Esteban-Guitart, Verònica Jiménez https://creativecommons.org/licenses/by-nc-nd/4.0
Purposeful intervention: the theories that guide psycho pedagogical advising
The article starts from the phrase attributed to Kurt Lewin —there is nothing more practical than a good theory— to argue that any rigorous psycho pedagogical intervention needs a solid theoretical foundation. The author recalls that the absence of theory entails risks: arbitrariness, difficulty in justifying decisions, maintenance of prejudices and loss of coherence between professionals. However, even in complex practices such as counselling, one always intervenes “with meaning”; the problem is not the “what for”, but the “why” one acts in one way and not another. The text distinguishes three main sources of knowledge for counsellors: 1) Explicit or scientific theories, coming from consolidated models and based on research. The article presents and compares four currently dominant approaches in counselling —clinical-assistance, educational-collaborative, socio-community and dialogic. 2) Implicit theories or beliefs, derived from everyday experience, often resistant to change and with frequent biases, although they can be functional in urgent situations. 3) Informed or dialogued theories, the result of interaction with mentors, colleagues, and digital resources, more recently, with Generative Artificial Intelligence (GEMAI), understood as an emerging dialogical actor. The article concludes by emphasizing that theory and practice are inseparable: all practice expresses a theory, explicit or not. Therefore, bad practice always derives from bad theory. The professional task consists of bringing both dimensions into dialogue to improve the quality of advice.
Copyright (c) 2026 Carles Monereo https://creativecommons.org/licenses/by-nc-nd/4.0
Educational Supervision: From malaise to word
Schools have always been characterized by a structural tension between the universal (laws and regulations) and the singular (each student, teacher, and family). Within this framework, external supervision is proposed as a tool that opens reflective spaces to address institutional malaise. The article distinguishes supervision as a practice of listening and support, in contrast to normative control. It advocates conceiving the school as a living community, whose effects extend to all its members, both consciously and unconsciously. Institutional symptoms are expressed through repetition, conflict, excessive bureaucracy, or paralysis, and must be interpreted rather than repressed. Supervision does not provide ready-made solutions but instead generates questions and guidance that foster the construction of knowledge from within the institution. From a position of “not-knowing,” the supervisor accompanies processes without imposing solutions, supporting elaboration at the individual level (principals or counsellors) and/or collective level (like management teams). Ultimately, educational supervision is presented as an ethical and transformative tool that dignifies teaching and strengthens the school as a learning community.
Copyright (c) 2026 Mario Izcovich https://creativecommons.org/licenses/by-nc-nd/4.0
Artificial intelligence: cognitive challenges
IArtificial Intelligence (AI) is reshaping how we think, learn, and act. This article explores the cognitive risks linked to overreliance on AI systems, especially in educational and personal development settings. The central concept is cognitive delegation — outsourcing mental processes like analysis, writing, or decision-making. While AI can boost efficiency, it may also weaken higher-order cognitive skills such as critical thinking, creativity, and autonomous judgment. Many students now use AI to complete assignments without truly engaging with the content, hindering their intellectual development. But it doesn’t stop at school — adults, too, risk cognitive atrophy when technological shortcuts routinely replace mental effort. To counter this, the article proposes a mindset of conscious resistance to AI’s “temptation zone” — the ease and speed that can lure us into passivity. It introduces a practical tool: the 5 Human Mode Switches (Agency, Focus, Discernment, Cognitive Sustainability, and Identity), a 60-second ritual to pause and use AI with intentionality. Rather than rejecting technology, the article encourages a strategic use of AI — guided by purpose, context, and reflection. The question is not whether to use AI, but how, when, and why. The goal is to preserve human thinking as the driving force behind learning, growth, and meaningful action.
Copyright (c) 2026 Marta Corretger de la Calzada, Eugenia Gargallo https://creativecommons.org/licenses/by-nc-nd/4.0
Digital adolescence and youth: living and learning in Social Media and Artificial Intelligence
Digital technologies are changing how we access knowledge and relate to others, especially in the case of adolescents and young people. However, these cultural changes are still far from being fully integrated into classrooms and the curriculum. The paper identifies three recent moments in the relationship that students maintain with these technologies: the digital immersion forced by the COVID-19 pandemic and the consequent confinement, the growing rejection and prohibition of screens in classrooms, and the educational consequences of the irruption of Generative Artificial Intelligence. In each of these situations, the paper reviews the effects of these technologies on the emotional and social development of young and adolescent people, as well as how they access information and knowledge both in the classroom and in everyday life. This analysis shows the difficulties that the educational system still has to integrate digital culture, preferring generally to exclude the use of screens in the classrooms, which will undoubtedly make it difficult for students to achieve the digital competencies required for an autonomous and critical use of these devices, consolidating their dependence on algorithms and the dynamics of use generated by technology companies. Instead, the paper proposes to promote these competencies by integrating technologies into the curriculum under the guidance of teachers, to help adolescents and youths achieve conscious, critical, and self-regulated immersion in digital culture.
Copyright (c) 2026 Juan Ignacio Pozo https://creativecommons.org/licenses/by-nc-nd/4.0
Psychopedagogy Facing Racism: Beyond “Inclusion” and “Attention to Diversity”
In this article, we critically review how psychopedagogy is addressing social issues and, specifically, the issue of racism. We review the criticisms raised by different authors, who question the tendency to psychologise, pedagogise and culturalise social problems, a tendency that generates significant theoretical and methodological shortcomings in addressing racism in education, both in its structural dimension and in terms of supporting those who suffer from it. We will see how these views have been expressed and substantiated by researchers working in the social sciences, but also by psychologists and psychopedagogists who advocate for a discipline more attentive to social dynamics and contexts and who, therefore, call for a debate within the discipline itself. We will also argue that the problem is exacerbated when the discussion is not only about the discipline, but also about the space and functions that institutions have reserved for psychopedagogy professionals, as well as the approach that has been promoted to what some call ‘cultural diversity’ or ‘cultural differences’, and the biases associated with this approach. The aim of this analysis is dual: on the one hand, to contribute to an ongoing debate within psychopedagogy; and on the other, to raise the issue of racism, which we consider to be an unresolved issue among psychopedagogy professionals.
Copyright (c) 2026 Mostafà Shaimi, Carles Serra Salamé https://creativecommons.org/licenses/by-nc-nd/4.0
Education in the 21st century. Between institutions, networks and devices
Educational institutions are being challenged by the social and cultural changes taking place throughout this 21st century, of which we are already a quarter of the way through. The aims, curriculum, practices, and norms implemented within schools must be reviewed to determine what is truly prioritized and relevant in institutionalized education. The scenarios outlined by international organizations are yet another piece in the ongoing reconfiguration of educational structures within the context of a changing society. Rethinking existing educational processes is central to pedagogical thought throughout history. Schools and institutes, as institutions, find themselves at the crossroads of diverse actors who influence and shape the personal and academic trajectories of students, as well as the population as a whole. In this context, schooling becomes a complex and ever-changing space-time. Contradictions and questions are commonplace. Educational centers with the capacity to organize and share joint reflection structures of the different professional types involved in the education of children and young people will be able to build solid and rebalancing educational projects that engage with the environment and at the same time give meaning to the practices and activities carried out within the centers and institutions.
Copyright (c) 2026 Antoni Tort i Bardolet https://creativecommons.org/licenses/by-nc-nd/4.0
FIELDS OF EDUCATIONAL PSYCOLOGY: 25 years building psycho-pedagogical culture.
Copyright (c) 2025 Joan Serra Capallera https://creativecommons.org/licenses/by-nc-nd/4.0
Adjusting expectations in our teaching task at Carrilet: a trajectory analysis
On the occasion of the 50th anniversary of the Carrilet Educational and Therapeutic Centre, created for the specific attention of children with autism, this article provides an analysis of the evolution paths and the different profiles of the students of the centre, as well as the very conception of children with autism as children who evolve and have the capacity to learn. From this conception and the longitudinal study carried out at the center, the article tries to answer some key questions in our work as teachers: How to understand these children in the classroom? What should be our role? What goals should we set and what should we contribute to their quality of life throughout their life cycle? It will be necessary, based on knowledge of the different profiles and knowledge of each child, to adjust the goals and expectations well to guarantee maximum development and learning, while minimizing the suffering and frustration of all the agents involved and of the child himself.
Copyright (c) 2025 Núria Farrés, Elisabet Sánchez, Cristina Castelló, Tali Vaimberg, Júlia Miralbell, Marina Mestres https://creativecommons.org/licenses/by-nc-nd/4.0
Literature as experience. A proposal for working on literary education
Traditionally, literature has been studied from a historicist point of view. However, the new Generalitat de Catalunya’s competency curriculum opens the door to treating it as experience. This article exposes the method followed by the Literature and Meditation Classroom of the University of Barcelona: combining initial meditative practices with a collective dialogue around the literary work, which allows a more global and meaningful understanding of the text.
Copyright (c) 2025 AMBITSAAF; Àngel Costa i Gil https://creativecommons.org/licenses/by-nc-nd/4.0
Where is mathematics in the Catalan curriculum for early childhood education?
This article analyses the presence of mathematics in the current Catalan curriculum for early childhood education (Decree 21/2023, of 7 February, on the organization of early childhood education): firstly, the contents of the algebraic, numerical, spatial, measurement and stochastic senses that appear in the curriculum are presented, and then contrasted with contemporary contributions of research in early childhood mathematics education.
Copyright (c) 2025 AMBITSAAF; Àngel Alsina https://creativecommons.org/licenses/by-nc-nd/4.0
Queer pedagogy as a tool for inclusive education: A case study
This qualitative investigation based on a case study examines the educational community’s perception of sex- affective and gender diversity, as well as the difficulties limiting the inclusion of queer students in a specific educational institution. To do this, through different data collection and analysis tools, the implementation of inclusive policies, the curriculum, the school environment, and teacher training are analyzed. The results indicate that, although there is a strong commitment to inclusion and a positive perception of LGTBI+ diversity, significant challenges persist, such as a lack of teacher training and the normalization of verbal violence. These limitations highlight the need to systematically integrate queer pedagogy into educational policies and practices to advance towards a more respectful school culture. This promotes an inclusive and democratic education.
Copyright (c) 2025 AMBITSAAF; Aida Leyda Domínguez https://creativecommons.org/licenses/by-nc-nd/4.0
One of the characteristics of school bullying is the repetition of actions. Violence is built slowly in the day-to-day of relationships, and it is this persistence that causes in the person who suffers it, a situation of helplessness and chronic stress that can negatively affect their development. These are not always very serious acts, but rather minor victimizations that we call "micro-violence". Sometimes, however, these micro-forms of violence are not exclusive to bullying, but are a common form of relationship. Behaviours are trivialised and integrated into the daily repertoire, and represent the symptom of a collective impoverishment. What are the causes of these behaviours? Is this phenomenon frequent? Is this feeling of discomfort at school generalizable? What can we do about? In this paper, we try to describe the phenomenon, point out some of the factors that favour and increase its appearance; and we set out some considerations for dealing with it.
Copyright (c) 2025 Jordi Collell, Carme Escudé https://creativecommons.org/licenses/by-nc-nd/4.0
Turning visits between schools into peer observation opportunities for teacher development
The article analyses Observation between schools as an expanded form of Peer Observation, proposing it as a key strategy for teacher professional development. The aim is to transform pedagogical visits between schools into opportunities for reciprocal learning, both for the visiting teaching team and for the visited team, encouraging reflection and shared improvement. The evolution of the experience of the Observation and Learning Training Experience Programme between Schools in the Balearic Islands is described, which promotes educational innovation through structured interaction between teaching teams from different schools. This proposal is based on several phases: detection of needs, establishment of observation indicators, collection of evidence, feedback session and implementation of improvements. The results show that the Observation between schools can promote professional reflection and methodological innovation, contributing to the consolidation of a continuous improvement culture in the schools. However, to ensure its effectiveness, rigorous planning, structured protocols and specific training for participating teachers are necessary. It is recommended to promote reciprocity in observations, establish transfer mechanisms to the school staff and promote collaborative strategies to facilitate a real and sustained impact. The study concludes that the Observation between schools can become a powerful tool to transform teaching practice and strengthen the learning network between schools, promoting innovation and cooperation as fundamental axes of the education system.
Copyright (c) 2025 David Duran Gisbert, Begoña de la Iglesia, Maria Magdalena Oliver Torelló, Inmaculada Falcó Pérez https://creativecommons.org/licenses/by-nc-nd/4.0
María Wonenburger. La atrevida matemática a la que nuestro país dio dos veces la espalda
Copyright (c) 2025 Jaume Forn i Rambla https://creativecommons.org/licenses/by-nc-nd/4.0
Copyright (c) 2025 Jaume Forn Rambla https://creativecommons.org/licenses/by-nc-nd/4.0
Collaborative requirement to CRETDIC and its evolution during the assessment
This article gathers the analysis, redefinition and conciseness about the impact and strategies of the intervention in a collaborative assessment process framework in the education field. Different professionals from the Educational Resources Center for Students with Behavioral and Development Problems (CRETDIC) in Catalunya (Spain) have been reflecting on the understanding, the requirements of the setting and the process itself and the evolution on them that are in a constant correlation in the closing moment of this process. In our perception to understand the correlation between all the elements and at the conditions to finish the process of the assessment; we frame this moment not as a final step to conclude but that we understand it as a coproduction from all the members and items analyzed involved. In this paper we present different modalities to coproduce this closure based on the goals achieved, students transition or difficulties at the collaborative process. There are the criteria established and the procedures to assess this closure period reflected as well as the capacity of reflection about the further practice and challenges for the advisors during the collaborative working process.
Copyright (c) 2025 Enric Bolea López, Montserrat Talaya López , Rosa Gómez Aixendri, Pilar Pàmies Perna, Imma Balart Colom, Míriam Pérez Jiménez, Mireia Casals Petit, Andrea Armengod Borda https://creativecommons.org/licenses/by-nc-nd/4.0
Bilingual education and inclusion in compulsory secondary education
Bilingual educational programmes are nowadays an important part of the different educational actions proposed and promoted by educational administrations and, therefore, used as tools designed and oriented to introduce aspects of innovation and improvement in the educational system. Implemented and developed widely in the last 20 years, they represent a priority action in the context of decentralized educational policies. From the inclusive perspective, two main currents are observed that lead to differentiated opinions about the contribution or not of this type of actions towards effective inclusive education. This research work with a mixed approach analyses, from an inclusive point of view, the bilingual educational programme in a school during compulsory secondary education levels. The case study relies on two tools: the analysis of the data after applying a questionnaire to teachers who teach or have taught in the programme and the historical statistics associated within the programme's database in the context of the school and the local educational administration. As a result, relevant conclusions and evidence are reflected, as well as interesting aspects of improvement that can be applied both to the programme itself in the context of the case analyzed (school), apart from various recommendations for improving the programme in a global basis.
Copyright (c) 2024 Daniel Salcedo-López https://creativecommons.org/licenses/by-nc-nd/4.0