Teaching practices and knowledge about teaching and learning processes in the intersections between Special Education and Rural Education: A study with inclusion support teachers and classroom teachers in a rural school.
In this article we address the teaching practices and knowledge that are built and displayed in the daily interrelationships between inclusion support teachers and classroom teachers in a rural school located in the northwest of the province of Chubut, Argentina. We focus on teaching practices and knowledge linked to teaching processes that, in the particularity of rurality, take place in a multigrade classroom. In the course of our study we recognize that these teaching practices and knowledge in rural education contexts account for certain intersections between rural education and special education.
This study is carried out from an ethnographic (Rockwell, 2009) and dialectical relational approach (Achilli, 2005). The empirical material that is recovered and analyzed in this work is based on interviews conducted with inclusion support teachers, classroom teachers and management teams of the Center for Alternative and Complementary Services and rural schools. Also, records of observations of different school situations and the institutional work instances between teachers supporting inclusion and multigrade classroom teachers.
