{'fraction_non_alphanumeric': 0.012110726643598616, 'fraction_numerical': 0.0, 'mean_word_length': 4.969072164948454, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Towards a change in the role of the support teacher in the Spanish education system

This paper presents a research study carried out in Murcia, Spain. The research explores the way support teachers understand their role and how they carry it out. We have analysed certain aspects of the schools studied, the students with special educational needs who attend these schools and the support teachers' training. This information allows us to assess their role and to determine the changes necessary to understand it from the curricular model characteristic of an inclusive school.