A carregar...
Publicação
Teachers’ conceptions about inclusion and work with students with Special Educational Needs in Portugal
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 643.12 KB | Adobe PDF |
Orientador(es)
Resumo(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.
Descrição
Publicado em dezembro de 2025, embora com data de 2022.
Palavras-chave
Curriculum development Inclusive education Special needs education Teacher education
Contexto Educativo
Citação
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
Editora
Institut Français de l'Éducation