Inclusive education is one of the most relevant and widely debated issues in the international educational landscape, being a recurrent content in UNESCO's global Human Rights agenda, as well as in SDG 4 of the Sustainable Development Agenda. In this project, we will focus on the support offered in Spain to students with Special Educational Needs by teachers and support professionals in formal educational contexts in both Primary and Secondary Education.

Specifically, we will study co-teaching modalities and their potential to respond to the diversity of students in non-segregated spaces. Also, it will assess the extent to which shared teaching could foster the adoption of inclusive organizational policies and professional cultures.

Specifically, the objectives are:

• (O1) to find out about the existence, frequency, and assessment of collaborative support arrangements for improving inclusion;
• (O2) to examine models of co-teaching in different schools;
• (O3) to find out about the implications of co-teaching for the professional development of teachers and support professionals;
• (O4) to disseminate collaborative teaching support and coteaching practices in the scientific community as well as in society.

The novelty of our approach lies in an exhaustive analysis of the degree of implementation of co-teaching in Spain from an inclusive and contextualized perspective, focusing on the different support professionals and the diversity of the student body. It is not a simple exploration, but covers both its potential for improvement in classroom interactions and practices, as well as for the professional development of teachers. In this sense, one of the most original contributions of the research, given that we have few international precedents and practically none in our country, consists of a first approximation of the students' perceptions of the support they receive, particularly through co-teaching. Updated data will be provided on collaborative educational support among teachers and shared teaching in our country, proposing actions and strategies to improve inclusive educational policies for the administrations and the educational community. The research will be carried out in the regions of Andalucía, Cataluña, Madrid y País Vasco. The methodological approach will be mixed concurrently interrelated and structured in three complementary studies. The data collection will be done through an online questionnaire to teachers of both primary and secondary schools, through multiple case analyses, and through in-depth interviews with teachers who practice co-teaching.