Inclusion-based assessment of educational guidance models: A socioformative analysis

This study aims to identify and assess a socioformative-based intervention model applied by psychopedagogical teams at public, basic education schools. An evaluative, descriptive study was carried out using a survey of closed-ended questions administered to a group of professionals who work in the field of inclusion. The results showed that a large percentage of professionals are applying the clinical approach; a model that has been criticized in the scientific literature due to its low impact, poor performance and scarce relevance in today’s knowledge society. We conclude that the regulations concerning psychopedagogical practice and the training of these professionals should be revised and updated within the framework of the socioformative approach.