The fundamental task of educational institutions is the integral development of every person from an inclusive point of view. In this approach to the 21st century school, not only the family and the community are a necessary and essential pillar, but also the guidance counsellors and teachers specialised in Therapeutic Pedagogy and Hearing and Language Therapy. Their work goes beyond the integration of appropriate knowledge, skills and abilities, as it involves managing complex situations and having competences that allow them to face the continuous changes that schools and society demand, while at the same time having the necessary material and human resources (Martínez Garrido et al., 2010).

The first step towards the achievement and scope of inclusive education, in the words of Souto (2021), is undoubtedly to have legislative instruments available, as these incorporate specific mandates that oblige public authorities to promote quality education for all people and provide the necessary resources for this purpose.

Particularly in Spain, the current Organic Law 3/2020 of 29 December, which modifies Organic Law 2/2006 of 3 May, on Education (LOMLOE) establishes in its preamble the objective of reinforcing the equity and inclusive capacity of the system, with the aim of making effective the right of all people to inclusive education, with measures such as personalised attention, the prevention of learning difficulties and the development of reinforcement mechanisms.

In order to see how the aforementioned law is being put into practice in terms of inclusive education, the research project "What are we forgetting in inclusive education: A participatory research in Galicia", funded by the Ministry of Science and Innovation (PID2019-108775RB-C41), was carried out under the National R+D+i Plan. Its aim is to investigate school inequality and exclusion as well as inclusive responses through the voices of the different actors in the educational field (tutors, specialists, families, associations, politicians...).

Within this research framework, the purpose of this work is to study in depth the perception of specialist teachers and counsellors on the political-administrative barriers in relation to resources, working conditions, the regulatory framework and administrative bureaucracy.

Qualitative research work has been carried out, the first phase being a descriptive-interpretative documentary analysis of the subject matter, taking into account the political and regulatory framework that regulates the professional performance of the counsellor and the specialists. Next, the information collected is contrasted with the professionals in the field using conversational techniques. Thus, the technique used to collect information was the semi-structured interview through which the participants were able to reflect on their professional practice. To carry out the interviews, based on the research objectives, a preliminary script was prepared to determine the most relevant aspects to delve into based on the previous documentation work and a pilot interview was conducted to establish the suitability of the script (Kallio, Pietilä, Johnson, & Kangasniemi, 2016). The final version of the interview script was structured in seven dimensions: the regulations and the model of attention to diversity in the Autonomous Community; the action plans and protocols, collaboration with educational agents; the resources and training possessed and demanded, together with satisfaction with the role and the functions assigned. In this work, the first of these is the object of analysis: the political-administrative barriers that guidance counsellors and specialist teachers encounter in the performance of their profession. A total of 9 people report on this aspect: 5 counsellors (4 women and 1 man) and 4 specialist teachers (women), all of them with extensive professional experience (more than 10 years) who carry out their professional work in nine educational centres in Galicia (a region located in the northwest of Spain). With the information collected, a content analysis was carried out with the support of MAXQDA 2022 software.

The results obtained reveal some fundamental aspects to be taken into account, highlighting that: (1) the participants have difficulties in implementing educational policies on inclusion, that it is very complex for them to carry out inclusive education with the current teacher-student ratios, with training being an aspect that worries them due to the obstacles in access and offer of quality lifelong learning. (2) the political-administrative barriers that the participants encounter in the performance of their profession are: current legislation and the decisions/actions of the educational administrations, resources, working conditions, the design and interpretation of the regulatory framework and administrative bureaucracy. It is concluded that the administrative proposals are still far from the realities and needs perceived in the classrooms by the participants. At the training level, it is essential to develop quality plans and proposals that are accessible to all education professionals, both in initial and ongoing training. At the same time, a key factor for the maximum growth of the potential of all learners are the roles and tasks performed by professionals. Consequently, they are a cornerstone for progress towards a truly inclusive education and society. Given the breadth of their functions, one of the challenges facing the profession is for the education administration to align the map of professional competences with the reality of the centres and the regulations in force (Fernández & Malvar, 2020).

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