The inclusion in the support classrooms of the Region of Murcia from the perspective of the specialists

In pursuit of adequate attention to diversity in the ordinary centers of the Region of Murcia, these have been provided with a series of classrooms where students with Specific Educational Support Needs can be treated for their maximum development. This study aims to analyze the degree to which the support classrooms of the Region of Murcia favor the inclusion of these students. It has counted with the participation of 154 teachers of Therapeutic Pedagogy and Hearing and Language of 89 public and private schools of the Region of Murcia. It used a quantitative non-experimental survey type design and a questionnaire was applied to analyze the reality of the classrooms from the perspective of the specialists. The results obtained indicate that the support classrooms are inclusive, although analyzed experiences lead us to consider that the offered reality is contradictory.