The performance of a multiprofessional team to support school inclusion

Abstract

The multidisciplinary team has been one of the alternatives to provide support
to the schooling of students with special educational needs in a common class and the
objective of the present study was to describe and analyze the service of a team of those that
worked in schools, and had seven professionals. The methodology based on collaborative
research, had a documentary study, individual interviews and reflective groups. The results contextualize the creation history, describe and analyze the service organization of the
multidisciplinary team. The evidence allowed us to conclude that there is a school demand for
the work of these specialists, a service that is valued by the school. However, the school's
expectation remains to provide clinical services, such as assessment and direct assistance to
students. We concluded that the professionals not constituted as a team and for the service of
a multidisciplinary team to contribute to building inclusive schools, it would be necessary: to
develop a common philosophy, based on the educational model of the collaborative
consultation in school, and provide permanent professional development for the maintenance
of team collaborative practices.