Teachers’ conceptions about inclusion and work with students with Special Educational Needs in Portugal
Year: 2022
Type: article
Study design: Observational Study
Abstract: 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.
Source: Recherche & formation
DOI: 10.4000/158bu
Authors: Helena Inês, Filipa Seabra, José Pacheco
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W4416740565
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