The incorporation of health professionals into inclusive schools is increasingly necessary. However, the work of these professionals has not yet been studied globally. This qualitative research analyses the perceptions of speech therapists, psychologists, physical therapists and occupational therapists on the role that educational policy defines for working in schools with School Integration Programmes in Chile. Through chain sampling, 52 professionals were interviewed. The data were analysed inductively through thematic analysis. The results show that the role defined by policies for professionals is not in line with the needs of schools and the aspirations of the inclusive approach. The exercise of the role emerges as a distinct entity from the defined role that seems to be more responsive to the needs of schools and students. Interviewees described tensions related to the role in schools, professional training, working conditions and contextual features that would permeate the role that the policy mandates them to play. The findings of the study promote new research horizons related to the role of professional assistants, where research is still incipient worldwide, and invite reflection on the importance of designing education policies with a bottom-up approach to capture the needs presented by learners and professional teams.

中文翻译：

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智利学校融合计划学校中教育援助专业人员的专业作用和作用的发挥

将卫生专业人员纳入包容性学校变得越来越有必要。然而，这些专业人员的工作尚未在全球范围内得到研究。这项定性研究分析了言语治疗师、心理学家、物理治疗师和职业治疗师对教育政策为在智利开展学校融合计划的学校工作所定义的角色的看法。通过链式抽样，对 52 名专业人士进行了访谈。通过主题分析对数据进行归纳分析。结果表明，政策对专业人员的角色界定不符合学校的需求和包容性方法的愿望。该角色的行使是一个与定义角色不同的实体，似乎更能满足学校和学生的需求。受访者描述了与学校角色、专业培训、工作条件和背景特征相关的紧张局势，这些紧张局势将渗透到政策要求他们扮演的角色中。该研究的结果促进了与专业助理角色相关的新研究视野，该领域的研究在全球范围内仍处于起步阶段，并引发人们反思以自下而上的方法设计教育政策以捕捉学习者和专业团队提出的需求的重要性。