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04 SES 03 A: Collaboration as Inclusive Methodology
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04. Inclusive Education
Paper Understanding Collaboration in Inclusive Schools: A Mixed-Methods Multiple Case Study Bielefeld University, Germany Presenting Author:Collaboration and co-teaching between regular and special education teachers are widely regarded as key drivers of school development and as essential prerequisites for the successful implementation of inclusive education (Friend et al., 2010; Sundqvist, 2021). Despite this robust normative consensus, collaboration often remains loosely conceptualized and weakly institutionalized in everyday school practice (Vangrieken et al., 2015). Empirical findings consistently indicate that intensive and reciprocal forms of collaboration are still the exception rather than the rule, with many collaborative arrangements characterized by limited coordination or a pronounced division of labor (Pozas & Letzel-Alt, 2023). Despite the extensive research that has been conducted on teacher collaboration, important conceptual and empirical gaps remain. Existing research has tended to focus on either the conditions under which collaboration takes place (e.g. Vangrieken et al., 2015) or on the processes through which it unfolds (e.g. Pozas & Letzel-Alt, 2023). However, the interrelation remains insufficiently understood (Gourvennec et al., 2024; Jurkowski & Müller, 2018; Strogilos et al., 2022). Furthermore, teachers’ professional beliefs about successful collaboration have rarely been systematically linked to both collaborative conditions and processes. This is despite the theoretical assumption that such beliefs play a central role in guiding professional action (Ajzen, 1991). Addressing these gaps, this study investigates the interplay between collaborative conditions, collaborative processes, and teachers’ beliefs about successful collaboration in inclusive school contexts. The following research question is proposed: what types of collaboration can be identified based on collaborative conditions, collaborative processes, and their convergence with teachers’ beliefs about successful collaboration? The objective of this study is to develop a typology grounded in empirical evidence, with the aim of providing a novel perspective on the subject. In the theoretical framework on collaborative conditions conceptualizes collaboration as a multidimensional and multi-level phenomenon embedded within personal, interpersonal, organizational, and structural contexts (Lütje-Klose & Urban, 2014; Vangrieken et al., 2015). The analysis systematically identifies facilitating and hindering conditions. The collaborative processes are analyzed with a focus on their intensity. Drawing on established models of teacher collaboration (Gräsel et al., 2006; Marvin, 1990; Little, 1990), collaborative practices are categorized as either fragmentary or intensive. Teachers’ beliefs about successful collaboration constitute a third central analytical dimension. These beliefs are understood as relatively stable professional orientations that shape perception, interpretation, and action (Vries et al., 2014). The present study introduces the concept of convergence as a key analytical lens to examine if the beliefs held by the co-teachers align with, or diverge from, the collaborative conditions and processes that characterize their professional practice. Integrating collaborative conditions, collaborative processes, and co-teachers’ beliefs into a single analytical framework is a significant contribution of this study, as it facilitates a more comprehensive theoretical understanding of collaboration in inclusive education. Concurrently, the empirically derived typology offers practice-relevant insights for the effective support and further development of collaborative practices in school contexts. Methodology, Methods, Research Instruments or Sources Used In order to address the overarching research question, this study adopts a multiple case study design embedded in a parallel mixed-methods approach, with the aim of developing an empirically grounded typology of teacher collaboration. The case studies are based on observations, questionnaire data, and interviews, enabling an in-depth exploration of complex social and interactional processes in real-life school contexts (Yin, 2018). The utilization of multiple cases enables both within-case analyses and cross-case comparisons, thereby facilitating the identification of patterns and differences. This, in turn, contributes to the development of theory beyond the limitations of single-case findings. Empirical data are analyzed following the typological approach proposed by Kelle and Kluge (2010), which provides a systematic framework for integrating heterogeneous data and comparing cases. The analysis is guided by three core dimensions: The first condition is that of case-specific collaborative conditions at individual, interpersonal, and organizational levels. The second condition is that of collaborative processes between co-teachers, with a focus on interactional intensity. The third condition is that of alignment or divergence between teachers' professional beliefs and observed conditions and processes. Integrating qualitative and quantitative data across these dimensions, the study develops an empirically grounded typology of collaboration, offering a nuanced understanding of collaborative practices in inclusive school contexts. Conclusions, Expected Outcomes or Findings This study makes a substantial contribution to the extant research on interprofessional collaboration in inclusive education by developing an empirically grounded, multidimensional typology that integrates collaborative conditions, collaborative processes, and teachers' professional beliefs. In-depth case analyses reveal three distinct types of collaboration. Type 1 is characterized by intensive collaborative processes within facilitating conditions that align with teachers' beliefs, reflecting a mutually reinforcing relationship between structural arrangements, interactional practices, and professional orientations. Type 2a combines fragmentary collaboration with constraining conditions but still shows convergence with teachers' beliefs, highlighting productive tension between normative models and professional orientations. Type 2b is characterized by the presence of fragmentary collaboration under constraining conditions, accompanied by a divergence between practices and beliefs, revealing tensions between professional ideals and enacted reality. The findings demonstrate that collaboration in inclusive schools cannot be understood through processes alone. Instead, it is essential to examine the interplay of conditions, practices, and beliefs. Despite the typology's analytical transferability, it offers substantial heuristic value for pedagogical practice. This is because it enables teachers to reflect on their collaborative processes, evaluate alignment with their professional beliefs, and identify avenues for improvement. The study concludes by highlighting its limitations and outlining directions for future research on the dynamic relationships among beliefs, conditions, and collaborative practice. References Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. Friend, M., Cook, L., Hurley-Chamberlain, D., & Shamberger, C. (2010). Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education. Journal of Educational and Psychological Consultation, 20(1), 9–27. https://doi.org/10.1080/10474410903535380 Gourvennec, A. F., Solheim, O. J., Foldnes, N., Uppstad, P. H., & McTigue, E. M. (2024). Shared responsibility between teachers predicts student achievement: A mixed methods study in Norwegian co-taught literacy classes. Journal of Educational Change, 25(1), 71–102. https://doi.org/10.1007/s10833-022-09472-4 Gräsel, C., Fußangel, K., & Pröbstel, C. (2006). Lehrkräfte zur Kooperation anregen - eine Aufgabe für Sisyphos? Zeitschrift für Pädagogik, 52(2), 205–219. https://doi.org/10.25656/01:4453 Jurkowski, S., Ulrich, M., & Müller, B. (2018). Co-teaching as a resource for inclusive classes: teachers’ perspectives on conditions for successful collaboration. International Journal of Inclusive Education, 27(1), 54–71. https://doi.org/10.1080/13603116.2020.1821449 Little, J. W. (1990). The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations. Teachers College Record: The Voice of Scholarship in Education, 91(4), 509–536. https://doi.org/10.1177/016146819009100403 Lütje-Klose, B. & Urban, M. (2014). Professionelle Kooperation als wesentliche Be-dingung inklusiver Schul- und Unterrichtsentwicklung. Teil 1: Grundlagen und Modelle inklusiver Kooperation. Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete, 83(2), 112-123. https://doi.org/10.2378/vhn2014.art09d Marvin, C. A. (1990). Problems in school-based speech language consultation and collaboration services: Defining the terms and improving the process. In W. Secord & E. H. Wiig (Hrsg.), Collaborative Programs in the Schools. Concepts, Models, and Procedures (S. 37-47). The Psychological Corporation. Pozas, M., & Letzel-Alt, V. (2023). Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization? Cogent Education, 10(2), Article 2240941. https://doi.org/10.1080/2331186X.2023.2240941 Strogilos, V., King-Sears, M. E., Tragoulia, E., Voulagka, A., & Stefanidis, A. (2023). A meta-synthesis of co-teaching students with and without disabilities. Educational Research Review, 38, 100504. https://doi.org/10.1016/j.edurev.2022.100504 Sundqvist, C., Björk-Åman, C., & Ström, K. (2021). Special teachers and the use of co-teaching in Swedish-speaking schools in Finland. Education Inquiry, 12(2), 111–126. https://doi.org/10.1080/20004508.2020.1793490 Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002 Vries, S. de, van de Grift, W. J., & Jansen, E. P. (2014). How teachers’ beliefs about learning and teaching relate to their continuing professional development. Teachers and Teaching, 20(3), 338–357. https://doi.org/10.1080/13540602.2013.848521 Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage. 04. Inclusive Education
Paper On the Trail of Collaboration – Video Insights into Cooperative and Collaborative Learning by Students using Diversity-sensitive Teaching and Learning Materials University of Innsbruck, Austria Presenting Author:Austria ratified the UN CRPD in 2008. Article 24 requires the establishment of an inclusive education system to prevent discrimination and ensure equal opportunities. The associated maximum participation in all areas requires structural changes to remove barriers. The sustainability goals of Agenda 2030 also impose far-reaching requirements on the Austrian education system (in particular SDGs 4, 5, and 10). Some of the measures and reforms implemented to date have not been pursued rigorously and have been accompanied by significant changes in content (Sonntag & Windisch, 2024) which is also confirmed by figures from Statistics Austria, which have recorded an increase in the number of pupils with special education needs receiving exclusive instruction since the 2022/23 school year (Statistics Austria, 2024, Table 1.1.3). Although these figures refer to Austria, similar structural contradictions and implementation gaps have been documented across European education systems, making inclusion a shared international challenge. In order to enable participation and raise educational standards, all students, especially those who are disadvantaged, must be given access to education. Reforms such as the new teacher training programs and curricula for secondary schools respond to these demands, but (prospective) teachers are confronted with contradictory structural and institutional conditions (Sonntag & Wagner, 2024) and feel burdened or overwhelmed when it comes to designing inclusive lessons (Jude, Klusmann, et al., 2024). In everyday school life, individual-centered views of disability and diversity continue to dominate (Buchner, 2016). In order to break down barriers to learning, compatible teaching materials are needed. This is where the Teaching-Learning-Laboratory for Inclusive Education at the University of Innsbruck (AT) comes in: the empirically based development, testing, and implementation of diversity-sensitive teaching and learning materials as part of teacher training in cooperation with secondary schools, in order to enable increased participation and equal opportunities for all students (Hoffmann & Sonntag, 2024). The focus is on learning boxes, which enable cooperative learning on a common subject using flashcards, differentiated tasks, learning structure grids and detailed information for teachers (Feuser, 2013). The learning boxes are based on the differentiation matrix by Sasse and Schulzeck (2021) and take place as part of courses within teacher training. They emphasize interdisciplinary topics as independent learning units. The material is collaboratively tested, evaluated, and continuously refined by students, teachers, and their pupils in various learning settings under academic supervision. Against this background, the project addresses the following research question: How do pupils interact with diversity-sensitive learning materials in cooperative settings, and how do social, spatial and material dimensions shape collaborative learning processes in inclusive classrooms? To investigate this question, the project builds on previous research and applies videographic interaction analyses conducted in the 2025/26 academic year to capture microprocesses of collaborative learning. The findings should contribute to a more differentiated understanding of the conditions for successful sustainable inclusive teaching and learning settings and to the more targeted further development of teaching and learning materials. We are focusing on ‘successful moments’ here, as previous empirical inclusion research has predominantly focused on exclusive structures. With this in mind, we are attempting to approach learning ‘in and through cooperation’ and would like to gain a new insight into the complex social practice of teaching. We are, so to speak, ‘on the trail of the “common”...’ Methodology, Methods, Research Instruments or Sources Used Previous research has provided only limited insight into the microprocesses through which cooperative learning unfolds in inclusive classroom settings. In particular, key questions about the cognitive and interactional processes of collaborative learning remain unanswered. To address this gap, a supplementary video-based study was conducted in the winter semester 2025/26. Videographic interaction analysis was chosen in order to capture the complexity of classroom interactions and to reconstruct fleeting learning processes in greater detail. While group discussions have so far mainly provided information about students’ skills and perspectives, video data make it possible to analyse highly complex practical situations – especially pupils’ work with the learning boxes – that require additional levels of analysis (Sonntag & Gleirscher, 2026, in press). These include verbal and non-verbal communication, bodily actions, spatial positioning, movements and parallel activities (Asbrand & Martens, 2018). The interplay of simultaneous and overlapping actions offers particular potential for inclusive education research. The current project reconstructs how pupils use the materials, how they interact, communicate and cooperate, and how material features – such as design, haptics and structure – shape these processes. The focus is deliberately placed on ‘successful moments’ of cooperation in order to counter predominantly deficit-oriented perspectives in inclusion research (Budde et al., 2017) and to empirically approach the “actual core” of collaborative learning described by Feuser (2013). Data were collected in two sessions in the Teaching-Learning-Laboratory for Inclusive Education. Pupils tested the learning boxes under the guidance of university students enrolled in teacher education. Three learning stations were set up, each equipped with a video camera. At each station, approximately three to five pupil groups worked with the materials. In addition to the video recordings, audio recordings were made, and structured field notes were taken to document events that could not be fully captured by the cameras. The data are currently being analysed using the modular principle of educational video interaction analysis (Dinkelaker & Herrle, 2009). This approach allows for the systematic reconstruction of interaction processes by combining various analytical methods. The findings will contribute to a more differentiated understanding of the conditions for successful cooperative learning in inclusive contexts and provide an empirical basis for the targeted further development of diversity-sensitive teaching and learning materials. Conclusions, Expected Outcomes or Findings The project is expected to generate empirically grounded insights into how cooperative learning unfolds when pupils engage with diversity-sensitive teaching materials in inclusive settings. By focusing on videographically captured microprocesses, the study will illuminate how social, spatial and material dimensions interact to shape collaborative learning. This fine-grained perspective should allow for a more nuanced understanding of the conditions under which inclusive learning environments succeed—particularly in contrast to the predominantly deficit-oriented findings that have characterized previous inclusion research.The analysis of “successful moments” of cooperation is anticipated to reveal concrete interactional patterns that support joint engagement, mutual understanding and shared problem-solving among heterogeneous pupil groups. These insights will help identify which material features of the learning boxes—such as structure, haptics, differentiation options or visual design—most effectively facilitate participation and equitable access to learning opportunities. At the same time, the findings are expected to highlight how teacher education students, acting as facilitators, can scaffold inclusive learning processes in ways that reduce barriers and strengthen collaborative dynamics. Beyond the immediate empirical contributions, the project aims to provide actionable implications for the further development of diversity-sensitive teaching and learning materials. The results will inform iterative refinements of the learning boxes and support evidence-based decisions about their integration into teacher education and school practice. More broadly, the study seeks to contribute to the ongoing discourse on how inclusive education can be sustainably implemented within structurally contradictory systems. By reconstructing learning “in and through cooperation,” the project aspires to advance a deeper understanding of the “common” as a pedagogical and social practice—offering impulses for teacher training, school development and inclusive educational policy. References Asbrand,B. & Martens,M. (2018). Dokumentarische Unterrichtsforschung. Springer VS. Buchner,T. (2016). Die Subjekte der Integration. Dissertation. Klinkhardt. Budde,J. & Blasse,N. (2017). Forschung zu inklusivem Unterricht. In B. Lütje-Klose, S. Miller, S. Schwab & B. Streese (Hrsg.), Inklusion: Profile für die Schul- und Unterrichtsentwicklung in Deutschland, Österreich und der Schweiz: Theoretische Grundlagen - Empirische Befunde - Praxisbeispiele (S.239–252). Waxmann. Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz. (2016). UN-Behindertenrechtskonvention: Deutsche Übersetzung der Konvention und des Fakultativprotokolls. Dinkelaker,J. & Herrle,M. (2009). Erziehungswissenschaftliche Videographie: Eine Einführung. Qualitative Sozialforschung. VS Verlag für Sozialwissenschaften. Feuser,G. (2013). Die "Kooperation am Gemeinsamen Gegenstand" - ein Entwicklung induzierendes Lernen. In G. Feuser, J. Kutscher, W. Jantzen, I. Beck & P. Wachtel (Hrsg.), Entwicklung und Lernen (1. Aufl., S.282–293). Kohlhammer. Holzinger,A. & Wohlhart,D. (2025). Inklusive Bildung in Österreich – ein starker Beginn mit offenem Ausgang. In M. Reichert, P. Gollub, S. Greiten & M. Veber (Hrsg.), Heterogenität aus schulpraktischer Perspektive. Historische und bildungshistorische Perspektiven auf Inklusion und Heterogenität in Erziehung, Bildung und Schule (251-169). Klinkhardt. Hoffmann,T. & Sonntag,M. (2024). Inklusive Lernräume kooperativ erforschen und entwickeln: Das Lehr-Lern-Labor für Inklusive Bildung an der Universität Innsbruck. In N. Weber, M. Moos & D. Kucharz (Hrsg.), Hochschullernwerkstätten im analogen und digitalen Raum: Perspektiven auf Didaktik und Forschung in innovativen Lernsettings (S.271–282). Klinkhardt. Jude, N., Klusmann, U., Selcik,F., Sichma, A., Richter, D. & Wolf,D. (2024). Deutsches Schulbarometer BEFRAGUNG LEHRKRÄFTE. Sasse,A. & Schulzeck,U. (Hrsg.). (2021). Lernen inklusiv und kooperativ. Inklusiven Unterricht planen, gestalten und reflektieren: Die Differenzierungsmatrix in Theorie und Praxis. Klinkhardt. Sonntag, M., Gleirscher, L. (in publication). Inklusion und Transformation im Lehr-Lern-Labor für Inklusive Bildung an der Universität Innsbruck. Tagungsband der 38. Jahrestagung der Inklusionsforscher:innen. Klinkhardt. Sonntag,M. & Wagner,J. (2024). Angehende Inklusionspädagog*innen unter widersprüchlichen Bedingungen. Erziehung und Unterricht (1-2), 55–64. Sonntag,M. & Windisch,M. (2024). Die Entwicklung der (Neuen) Mittelschule aus der Perspektive Inklusiver Bildung. In L. Jesacher-Rößler & D. Kemethofer (Hrsg.), 10 Jahre Regelschule - Die (Neue) Mittelschule (S.243–260). Waxmann. Statistik Austria. (2024). Bildung in Zahlen 2022/23: Tabellenband. Unabhängiger Monitoringausschuss der Republik Österreich. (2023). Sonderbericht Art. 24 – Bildung Anlässlich der 2. Staatenprüfung der Republik Österreich durch den UN-Fachausschuss. 04. Inclusive Education
Paper Observatory for Inclusion. A Collaborative Research University of Malaga, Spain Presenting Author:Initial teacher training is a strategic dimension in the move towards more inclusive, equitable, and socially just education systems. However, the persistence of myths and beliefs deeply rooted in school and social culture continues to hinder the transformation of educational practices and the consolidation of a more inclusive school and society. These conceptions, historically reproduced through the media, cultural traditions, or the educational system itself, need to be addressed from a critical onto-epistemological perspective that goes beyond unidirectional, reproductive and transmissive teaching models, favoring reflective organizational and didactic approaches aimed at educational (Berluda, 2017) and social change.
From this perspective, this paper presents some of the results of a training and co-research experience carried out between the 2021-22 and 2024-25 academic years at the Faculty of Education Sciences of the University of Malaga, within the framework of the course Relational Skills in the Inclusive Classroom, attached to the Inclusive School specialization of the fourth year of the Primary Education Degree.
The proposal is based on the creation of a pedagogical observatory that collects the analysis of visual, musical and multimedia content, under a critical conception of teacher training, and is part of the Ministry of Science and Innovation's Project on Challenges and Knowledge Generation PID entitled "Collaborative Networks in Education: critical teaching for an inclusive society, PID2022-138882OB-I00." This formative research recognizes teachers as ethical, social, and politically committed agents of transformation in school culture and practices (Freire, 1996; Rodríguez Hernández, 2019) and students as co-researchers and active agents in their training and transformation process, aspects that reconfigure their identity as teachers and researchers.
From a methodological perspective, a joint analysis (students and teachers) of content has been carried out with the aim of publishing it in a Pedagogical Observatory. This methodology has enabled students, with the help of teachers, to critically analyze existing myths surrounding diversity, disability and school inclusion. The observatory is developed as a space for training, analysis, research, dissemination and reflection on inclusion and discourses and practices that are contrary to the construction of an inclusive society and school. Observatories, understood as permanent spaces for analysis and dissemination of information on social phenomena, facilitate the communication of results to the educational and social community after a process of systematic research (Prieto, 2003; Fabbioneri et al., 2019).
Analysis of audiovisual material reveals how the content observed and analyzed can have a significant negative influence on children's behavior, expectations and social relationships. On the one hand, it can be seen that the narratives in the material analyzed reinforce the Pygmalion effect, showing how the expectations that adults or peers project onto children can condition their performance and behavior. On the other hand, stories that address functional diversity highlight the different ways in which people react to diversity, either by promoting inclusion and mutual learning or by generating distancing, rejection and segregation, underscoring the importance of acceptance, empathy, and understanding in building more respectful social environments. Likewise, representations of violent behavior, both physical and psychological, are identified which, although sometimes presented in a humorous or symbolic way, can contribute to the normalization of these attitudes in children's imaginations. This highlights that audiovisual content not only reflects social practices, but also functions as a reference point that influences the formation of values, models of interaction and strategies for conflict resolution, reinforcing the need for a critical and pedagogical approach to its use in educational contexts. Methodology, Methods, Research Instruments or Sources Used The methodology used is based on qualitative content analysis applied to a series of audiovisual material with the aim of analyzing the discourses, stereotypes, myths, representations and values conveyed through films and television series. This methodological approach allows for the analysis of explicit and implicit messages present in the selected audiovisual products. The audiovisual material was selected by each group of students (5 or 6 students per group) and the material analyzed includes animated films, short films, cartoons, series and movies. Audiovisual material Content analysis Interpretive analysis Coco, Encanto, Turning Red, Mulan, Brave, Frozen and Red. Expectations and influence. Pygmalion effect The Simpsons, Crayon Shin-chan, Tangled and Cinderella Physical and psychological violence, aggression, humiliation, domination and normalization of violence. The normalization of implicit and explicit violence as a form of interaction Cuerdas and Purl Interpersonal relationships, acceptance, empathy, understanding, and exclusion. Perceptions and behaviors toward diversity Campeones, Me Before You, Yo, también, La teoría del todo, The Theory of Everything, My Name Is Khan, Special, The Good Doctor and Atypical Campeones (People with intellectual disability as “innocent, adorable, or dependent”); Me Before You and Yo también (disability as “victim of their condition” or “limited life”); The Theory of Everything, stereotype of a person who must compensate for their limitations with extraordinary achievements; My Name is Khan and The Good Doctor, person with ASD as exceptional and morally superior, idealization; Special, highlighting barriers and stereotypes associated with disability, without idealizing or victimizing the character; Atypical, simplified and tender view. Representation and idealization of functional diversity After selecting and viewing the material, students and teachers conducted a joint analysis, from which a system of categories emerged for each audiovisual material. This analysis revealed categories such as discourses on difference, gender roles, family behaviors, the representation of diversity, power relations, protective or paternalistic behaviors, idealization, abusive behaviors, physical or psychological violence, transmitted values and models of social interaction, among others. Finally, the teachers and students conducted an interpretative co-analysis of each material with the aim of identifying the myths and stereotypes identified in each audiovisual material and proposing alternatives for working on them in educational centers. The results and analysis obtained were presented in the classroom and form part of the pedagogical observatory. Likewise, the material developed to work on these myths was implemented in a session held at the Faculty of Education with groups of 2nd, 3rd, and 4th-year primary education students from a public school in the province. Conclusions, Expected Outcomes or Findings The material analyzed shows how the media exert a notable influence on viewers, as they largely shape their perception of reality. On the one hand, they promote anti-values and inappropriate behaviors (Mornhinweg and Herrera, 2017) and, on the other, they disseminate stereotypical content. Specifically, the analysis of films such as Coco, Encanto, Turning Red, Mulan, Brave, and Frozen shows the Pygmalion Effect, which is perceived in the influence that one person's expectations (in many cases the family) can have on the performance and behavior of another (Solís and Borja, 2017). The short films Cuerdas and Purl show the different ways in which people establish interpersonal relationships when they interpret diversity, in its many manifestations, either as an obstacle that generates distance and exclusion or as a valuable opportunity for learning, empathy and personal growth. Another worrying aspect is scenes of violence, which, although often presented in a humorous, symbolic, or seemingly harmless way, can contribute to the normalization of this type of behavior. We find series such as The Simpsons (Homer strangling Bart) and Crayon Shin Chan (the mother hitting him on the head) or children's films such as Rapunzel and Cinderella that show psychological violence. Given this scenario, we maintain that educational institutions must assume a fundamental responsibility, as it is essential that schools teach students media literacy so that they can develop a critical eye and be able to interpret and differentiate the messages they receive through characters and audiovisual environments (Rajadell et al., 2005). Therefore, both initial and continuing teacher training should promote educational strategies that address this reality in social and educational contexts. References Aparici, R. (2005). Comunicación educativa en la sociedad de la información. Gedisa. Berluda, M. (2017). Educación inclusiva y cambio pedagógico. Narcea. Cardona, M. C. (2009). Actitudes del profesorado hacia la inclusión educativa. Revista de Educación, 349, 153–170. Fabbioneri, F., Grippo, J., y Miguel, B. (2019). El observatorio como dispositivo de investigación y acción. Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4–8. Freire, P. (1996). Pedagogía de la autonomía. Siglo XXI. Mornhinweg, G. y Herrera, L.C. (2017). Los Dibujos Animados: herramienta para la educación. Investigación y Pensamiento Crítico, 5(2), 21-36. https://doi.org/10.37387/ipc.v5i2.68 Prieto, M. (2003). Los observatorios sociales. Editorial Síntesis. Rajadell-Puiggròs, N., Pujol-Maura, M. A. y Violant-Holz, V. (2005). Los dibujos animados como recurso de transmisión de los valores educativos y culturales. Comunicar: Revista Científica de Comunicación y Educación, 13(25). Rodríguez Hernández, J. (2019). Formación del profesorado y compromiso social. Octaedro. Solís, P. y Borja, V. (2017). El efecto Pigmalión en la práctica docente. Publicaciones didácticas, (83), 193-195 | ||