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Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS

Author

Listed:
  • María del Carmen Rodríguez-Jiménez

    (Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain)

  • Irene Puerta-Araña

    (Independent Researcher, 38205 San Cristóbal de La Laguna, Spain)

  • Miriam Catalina González-Afonso

    (Department of Didactics and Educational Research, Faculty of Education, University of La Laguna, 38204 San Cristóbal de La Laguna, Spain)

Abstract

The purpose of this article is to provide an analysis of secondary school teacher training in order to identify existing needs and the resources currently available to respond to SENS and SEN students. A qualitative and descriptive research method was used. Semi-structured interviews were carried out to gather information. The sample consisted of 45 teachers who were distributed throughout the autonomous community of the Canary Islands (Spain). The analysis was carried out using the qualitative data analysis programme MAXQDA, version 20. The main findings show that teachers, in general, do not feel prepared to deal with students with SEN and SENS and, therefore, ask for experts to support them in this task and for training in emotional education in order to acquire the competencies and skills for classroom management.

Suggested Citation

  • María del Carmen Rodríguez-Jiménez & Irene Puerta-Araña & Miriam Catalina González-Afonso, 2024. "Qualitative Study to Identify the Training and Resource Needs of Secondary School Teachers in Responding to Students with SEN and SENS," Disabilities, MDPI, vol. 4(4), pages 1-21, October.
    • Handle: RePEc:gam:jdisab:v:4:y:2024:i:4:p:54-892:d:1505806
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