SYSTEMATIC REVIEW ON PSYCHOPEDAGOGICAL INTERVENTION OF SPECIAL EDUCATION TEACHERS IN REGULAR CLASSES WITHIN SCHOOL INTEGRATION PROGRAMS

Abstract

This paper has two main objectives: (1) to describe researches about psychopedagogical intervention of Special Education teachers in regular classes within school integration programs and (2) to identify its characteristics, types, limitations and orientations. The utilized method was a systematic review of theoretical, instrumental and empiric papers published between 2006 and 2019 within the Web of Science (WOS), Scopus and SciELO. The results show that most of the papers refer to: conceptualization, characterization, description, limitations and orientations of pyschopedagogical intervention in education. To conclude, it is necessary: (1) to develop psychopedagogical intervention programs based on the context they are working in, and therefore, (2) to promote researches in this area