Estudio sobre las necesidades de soporte y formación de los maestros que acogen en sus aulas niños y niñas adoptados

Adopted children have some peculiarities related to their integration and school evolution.
Therefore, and taking into account the fact that the school is a key element for the child’s psychosocial
adjustment and comprehensive training, we thought it was interesting to carry out this research with the
aim of studying the teachers’ requests to offer an appropriate school environment, capable of attending
to these children’s basic needs and to cope with possible difficulties.
The participants were 42 teachers from 18 Catalan schools.
The variables selected to analyze the results of the questionnaire, designed for this study and
applied to teachers, were: schooling stage, schooling years of adopted children, and the teacher’s years
of experience.
Considering these three variables, we carried out both a quantitative and a qualitative analysis.
The quantitative one consisted of a descriptive and inferential study; and the qualitative, of the
categorization of teachers’ answers.
Both analyses provided us with results about: advisability of tackling adoption at school, support
needs in the classroom, and types of training resources for teachers.
We stand out that most teachers agree on expressing their wish to receive training on adoption,
indicating specific courses and documented information about how to deal with particular issues as
main resources. Besides, they considered guidance by professionals as necessary to deal with pupils
when difficulties arise.
As a conclusion, we describe the basis of a guidance-training programme.