The integration of mentally retarded children: analysis of an experience in Spain

ABSTRACT

There are many ways of delving into the meanings which people give to the reality in which they live. One of these ways (already suggested by micro‐sociology, symbolic interactionism, ethnomethodology and other interpretative‐hermeneutical trends) is by having access to the thoughts and the inner world of every person. This article is a synthesis of a qualitative piece of research within the teacher‐centred Mediational Paradigm. Our research was carried out in order to approach the integration process through the thinking of a group of support teachers.