La inclusión del alumnado de origen extranjero en los centros de educación secundaria de Andalucía. Una aproximación cualitativa desde el aula temporal de aceleración lingüística.

The educational inclusion of students of foreign origin remains an issue to achieve. One of the main devices offered by the Administration to try to accomplish is the temporary language acceleration classroom (ATAL). From a qualitative approach, the conditioning factors of students of foreign origin academic and social inclusion are analyzed in Compulsory Secondary Education. Likewise, are examined evaluations that teachers of an educational center at Huelva perform about the functions and role of the ATAL as an inclusive instrument. The results highlight the lack of inclusive culture and the impact of ATAL as support for families and students of foreign origin but also as a promoter of the segregation of the students. Among the alternatives, the need to promote an inclusive leadership and increase resources to review the dissonance between the normative and educational practice stand out.