Aspects of Professional Training for Teaching Support Staff for the Individualized Education of Students with SEN

The reforms in the context of the current inclusive education system are based on a key concept in the professional training of support teachers: qualification at a higher level through the acquisition of a range of skills that allow the formation and development of educational practice. The present study aims to analyze the extent to which the participating support teachers exercise their role and professional attributions, receive theoretical and methodological support in the effective organization of an individualized approach to learning for students with SEN and collaborate with the teaching staff from the inclusive class in order to make the educational process more efficient. The results of the analysis highlight the importance of support teachers, their activity and involvement in the optimization of the instructional-educational process, as well as the need for an initial and continuous training based on theoretical and methodological acquisitions with applicability in the individualized training of children with SEN.