We rely on a support model attached to the special education program used in the Regular Education Support Services Unit (USAER) taken from the work material "Educational integration in the regular classroom" principles, purposes and strategies (García, et al. . al., 2000). The purpose is to provide guidance to teachers and tutors as well as care for children, adolescents and young people in the American School of Pachuca community, through detection, intervention and monitoring of students that present a Special Educational Need coupled or not to a disability, triangulating the information to achieve comprehensive care.

Our job is to know that a diagnosis, attention and follow-up are not isolated actions for the same team, rather it is a collaborative task involving the school community. This team will be in charge of providing support both to teachers and to tutors who are open to knowing the psychological, cognitive and physical differences of their children. We understand that these differences do not mean there is an inequality, on the contrary, knowing the discrepancies of each person will allow an inclusive and equitable development, where students have the same opportunities to access education regardless of their origin, gender or condition.

1- Preserve, improve and restore in children and young people the possibilities of learning.
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2- Analyze and point out the organic, affective, intellectual, pedagogical or social factors that favor or harm good learning in the individual, group, and institutional spheres, proposing projects for favorable changes.
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3- Provide guidance and advice on personal matters that affect the academic development of adolescents.
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4- Prevention of risky behaviors.
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5- Assistance in solving emotional and academic problems and conflicts.
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6- Refer or work in interdisciplinary teams when learning problems or special educational needs are detected.

7- Help in the search for well-being and self-knowledge, to find the necessary resources for a better academic development.

8- Organize the necessary process to specify in each case, the psychopedagogical diagnostic impression, the prognosis and the learning strategies.

9- Generate a communication triangle between parents, teachers and the department to carry out an adequate psycho-pedagogical process.

10- Provide training to teachers in the intervention with students who have a special educational need, disability or outstanding aptitude.

It is a support resource that provides accompaniment to adolescents and young people who have difficulties accessing learning, and/or behavioral and attitudinal problems.