This article presents a review of the social inclusion strategies at schools mentioned in scientific articles and books. These strategies were identified through categorical content analysis in four categories: competency, singularity, bonding and participation. There are contributions from strategies that go beyond their connection to diversity from its idea of “minority”, and the necessary connection between the recognition of the uniqueness for link building, skill development and their impact on participation as a key element of inclusion.

This research aimed at understanding the meanings about the educational services in the regular classroom for children with disabilities in three educational institutions. To achieve this, a qualitative research developed from some guidelines of the ethomethodology was proposed. The information was obtained through research strategies such as participant observation, depth interviews, the story and understanding of documents involving those who are considered key players in providing education in the regular classroom for children with disabilities: children, parents or guardians, teachers and directors of institutions. This information was systematized through content analysis of categorical type, encoding and cast in matrixes. As results of the development of this research, the meanings were identified from three subcategories: canonical, exceptional and negotiations with regard to disability, school integration and inclusion. 

The objective of the research was to understand the meanings of the referral of cases from educational institutions to the Clinical Psychological Care Service in school counselors and clinical psychologists, through the identification of textual and contextual levels in current legal documents; the narratives of professionals (counselors, psychologists) from educational institutions and psychologists from Clinical Psychological Care Services; and, the reconfiguration of the narrative plot of the participants, from the conversation with theoretical referents and with teachers from a Psychology program. This is based on a qualitative research process supported by some principles of the narrative method. The data are obtained from the review of legal documents, in-depth interviews and focus groups. As conclusions, the implications of the meanings on the functions of those who participate in the referral-clinical care process are highlighted, based on the perceived status of the disciplines (Psychology-School Guidance), the responsibilities attributed in the school-health system communication, the involvement of the family in the referral and intervention processes; and the difficulty in the accompaniment of the health system to the functions attributed to the school. It is proposed to deepen in the mobilization towards clinical consultancy and network intervention, and; the support to the processes developed by school guidance from psychology and the health system.

The aim of this research was to characterize the reference framework of teachers that favour mathematical comprehension at the elementary level in ten schools in Bogotá. A qualitative research was used in which the students who showed performance above average were identified. The information was then gathered through direct classroom observation and semi- structured interview of the instructors. A categories analysis as a type of content analysis was also used. As a result, the predominant roll of affectivity was found out together with immediate contexts, and the life history of the students in the reference framework of the teachers. Keywords: Reference framework, Teacher, Mathematics.