Teachers’ conceptions about inclusion and work with students with Special Educational Needs in Portugal

Inês, Helena; Seabra, Filipa; Pacheco, José Augusto

http://hdl.handle.net/10400.2/20512

Use this identifier to reference this record.

Name:	Description:	Size:	Format:
ines-2022-teachers-conceptions-about-inclusion-and-work-with-students-with-special-educational-needs-in-portugal.pdf		591.32 KB	Adobe PDF	Download

Send Feedback

Authors

Inês, Helena

Seabra, Filipa

Pacheco, José Augusto

Abstract(s)

This paper aimed to analyse the conceptions of Portuguese regular education teachers about working with students with Special Educational Needs (SEN), using a quantitative methodology. We present data collected via a closed-question online survey (n = 50). The results point to a growing concern with managing diversity, particularly among students with SEN, observable in the respondents’ conceptions. Respondents advocated differentiated teaching and tasks designed according to the student’s profile. However, there were no clear signs of students’ and their parents’ involvement. There appears to be a gap between the theoretical legal discourse and the practices teachers report implementing in the regular classroom, revealing that there is room for improvement towards more effective, inclusive responses.

Description

Publicado em dezembro de 2025, embora com data de 2022.

Keywords

curriculum development inclusive education special needs education teacher education

URI

http://hdl.handle.net/10400.2/20512

Citation

Helena Inês, Filipa Seabra and José Pacheco, “Teachers’ conceptions about inclusion and work with students with Special Educational Needs in Portugal”, Recherche et formation [Online], 101 | 2022, Online since 03 January 2027, connection on 01 December 2025. URL: http://journals.openedition.org/ rechercheformation/9830 ; DOI: https://doi.org/10.4000/158bu