Apoyo Educativo desde la Perspectiva del Estudiantado

This study aims to understand students' perceptions of the educational support they receive.A qualitative study was conducted using semi-structured interviews with thirteen students with Special Educational Needs from different primary and secondary schools.The results indicate, on the one hand, that students do not experience the same sense of belonging in their reference classroom, feeling disconnected from the dynamics developed, and in some cases, receiving derogatory comments from their peers.On the other hand, although they say they feel relieved when they leave the support classroom, they perceive differences in conditions and learning compared to their classmates in their regular classroom, which limits their participation in everyday classroom life.In short, in order to move towards fairer and more inclusive schools, it is essential to review practices which, despite having great potential for personalising teaching, can become segregating dynamics.Furthermore, it is essential to create spaces for consultation with the students themselves, so that the reference classroom is a space where support measures can be implemented.