This paper presents some results of the research project “Case studies about developing and consultancy process of an educative support program for supporting inclusive practices". The present paper focuses on the objective “Develop a comprehensive strategy for counselling / training process structured in phases, tasks and discursive resources for the consultant for the incorporation of inclusive practices by means of cooperative learning in usual practices of teachers.”

The overall hypothesis in the project was: “the introduction of a cooperative structuring of classroom activity, related to the ICTs, integrated in an Educational Support Program, by means of a counselling / training process aimed at the improvement of educational practices among teaching staff that contributes to increasing the level of inclusion of students with disabilities in ordinary classrooms”.

The theoretical framework for developing the Project was the results of our research about personalization, self-regulation and cooperation (Pujolàs et alt. 2011). One of the most important outcomes of this project was the support program for inclusive practices "Cooperating to Learn, Learning to Cooperate" (CL/LC Program), name that take the Slawin’s work (Slawin, that is an important reference for the Program). This is the result of our research between 2008 - 2010  (Pujolàs, 2008, 2009), following the approach of Kagan (1999), Johnson and Johnson (1997), and Putnam, (2009). The research has allowed us to create a joint proposal to introduce cooperative learning to improve inclusive practices in the schools, with which we have conducted various counselling / training process in schools (Lago, Pujolas and Naranjo 2011).

The CL/LC Program articulates a set of educational resources organized in three closely related intervention areas: area A; which includes resources linked to improve the cohesion of the group, area B; which contains a series of cooperative activity structures to organise the teaching of the content of the curriculum areas, this is, work in teams to teach curriculum as a resource, and the area of intervention C, which includes actions aimed at teaching pupils and students, in an explicit and systematic way, to work in teams.

At the same time the results of our research have allowed us to create a strategy of a counselling / training process to help the process of cooperative learning introduction (Pujolàs and Lago, 2011) that take as reference the concept of the meaning of the change process, its key components and phases that Fullan (2002) provides, Ainscow’s, Hopkin's, and West Soutworth’s (2001) research on school improvement and the programs focused on cooperative learning made by Slavin and Madden (1998).

 The development of CL/LC Program had two levels: an individual level and a collective level. In the  Introduction stage, during more or less an academic year. At individual level the teacher offers a "taste" of the CL / LC Program applying certain group dynamics and cooperative structures in a didactic unit. At collective level a first group of teachers (supported by the CL/LC Program coordinator) coordinate and evaluate together the first application of each area. Starting in the second year, we spend two years on the generalization stage. At individual level the teacher applies CL / LC Program in a more systematic way in some areas and/or in a group. At collective level the first group applies the program and supports, together with the coordinator a second group of teachers who start to develop the coordinated CL/LC Program. In the third year, we enter the consolidation stage, at individual level and at the same time in the school, cooperative learning is incorporated into the educative project as a unique feature of the centre and creates permanent structures coordinating.

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