Advisory Functions That The Inclusion Support Centers Develop As A Contribution To Inclusive Education In Paraguay

Abstract

 As part of the transformation process associated with Inclusive Education, it has been proposed that Special Education Centers should develop consultation functions aimed to promote inclusion processes in ordinary schools. In Paraguay, these ideas led to the transformation on Special Education Centers to Centers for Supporting Inclusion (CAI). This paper presents results from a descriptive phenomenological study focused on the consultation tasks and functions developed by CAI professionals. The participants of the study were 16 CAI professionals distributed in four different CAIs. Data gathering was conducted through in-depth, semi-structured interviewing. Results point that these professionals are incorporating consultation functions and tasks with the teachers, but at the same time remain mainly oriented to give individual response to the students showing more specific educational needs. Furthermore, they highlight the absence of a conceptual consultation model that guides their intervention. It is concluded that the transformation in which CAI are involved needs to be supported, and that adopting a constructive educational consultation model could be useful in this respect.