Abstract
The study of learning support is carried out in the context of inclusive education and with a view to its purpose to respond to the diversity of student needs. As an act of pedagogical interaction, support has a key role in the formation of the complex autonomy of children and students. Defining pedagogical characteristics of learning support allows us to discover its meaning and power of action in pedagogical practice at school level, the learning space and the systematization of the responsibilities of those involved.
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