The Therapeutic Companion in the school context
Some conceptions
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The successful implementation of the principle of inclusion requires a structure to cater for its peculiarities. According to current legislation, people with Special Educational Needs (SEN), whether they have a disability or ASD, have the right to quality education and must be included in the context of ordinary schools, along with other pupils. In the most serious cases, one of the conditions considered necessary is the referral of a therapeutic counsellor (TA) to the school context, an action that straddles a fine line between inclusion and exclusion. As such, this book aims to unveil some ...
The successful implementation of the principle of inclusion requires a structure to cater for its peculiarities. According to current legislation, people with Special Educational Needs (SEN), whether they have a disability or ASD, have the right to quality education and must be included in the context of ordinary schools, along with other pupils. In the most serious cases, one of the conditions considered necessary is the referral of a therapeutic counsellor (TA) to the school context, an action that straddles a fine line between inclusion and exclusion. As such, this book aims to unveil some of the OT's conceptions of their work in the school context, showing how much this experience marks the lives of those referred for this role in the school context, configuring it as a transformative experience both professionally and personally, making Special Education a possible area for future work. It also shows that the effectiveness of the TAs' work is closely related to the effectiveinvolvement of all those involved in the educational act in favour of the learning and development of the student being monitored.
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