Inclusive supports, a tool for attention to diversity. Realities and challenges in the Ecuadorian school

Abstract

The contemporary school is reconsidered every day according to the demands that the society poses to it and one of these demands revolves in how to assist diversity, condition that is expressed in demands of the educational systems of recognized quality. In that sense, an inclusive school must be one that recognizes the support that has been given to teachers and students to meet the needs of each and every one of its members. The help is considered as the psychopedagogical construct that contains all the support that needs to be provided in the educational process, depending on the contingencies that are expressed in the same. This paper intends to reflect on the inclusive supports and an approach is made on how they are assumed and these are provided in a group of teachers who act as professional tutors of the students of the National University of Education during their pre-professional practices.