Abstract

The study analyzes the influences that the cooperative learning exerts in the processes of teacher training and reflection for educational change, aimed to improve attention to diversity and inclusion in the regular classroom for those students with specific educational support needs. As a general objective it is proposed to analyze the influence that teacher training in cooperative learning has on students with specific educational support needs. A specific objective is to analyze the influence that teacher training in cooperative learning exerts on inclusive processes and attention to diversity. The methodology used is qualitative, through a case study. The participants are the 178 students who have studied the postgraduate of Cooperative Learning Course of the University of Alcala, during 2011 to 2017 courses. 5 families of related categories emergent from the analysis performed: the basic inclusive cooperative actions developed, the difficulties to apply inclusive actions, the actions of attention to diversity external to the cooperative teaching unit in the regular classroom, and finally the actions developed outside the regular classroom. It concludes by emphasizing the importance that teacher training in this methodology has for attention to diversity and inclusion within the classroom, requiring greater teacher reflection towards attention to diversity within the classroom, through cooperative planning.