Percepciones de los profesores sobre los desafíos de la educación inclusiva en Portugal

Marco Ferreira; Gustau Olcina-Sempere; José Reis-Jorge

doi:10.22235/pe.v16i2.3314

Authors

Marco Ferreira Instituto Superior de Educação e Ciências, ISEC Lisboa, Portugal. https://orcid.org/0000-0002-5547-4188
Gustau Olcina-Sempere Universidad Jaume I, Spain. https://orcid.org/0000-0001-8655-9945
José Reis-Jorge Instituto Superior de Educação e Ciências, ISEC Lisboa; CETAPS, Universidade Nova de Lisboa, Portugal https://orcid.org/0000-0002-8031-600X

DOI:

https://doi.org/10.22235/pe.v16i2.3314

Keywords:

inclusive education, decree-law 54/2018, specific needs, inclusive practices, qualitative research

Abstract

This study aims to understand the conceptions and practices of teachers (5th to 9th grade) regarding the inclusion of students with special needs. It is an exploratory, qualitative study in Portugal with 21 teachers. The data were gathered through semi-structured interviews. The majority of the participants showed positive attitudes towards inclusion; they valued more the development of social relationships than the acquisition of subject matter knowledge. Some teachers claimed that, in their practices, they tried to adapt teaching methodologies and make the curriculum more flexible in order to make their classes more inclusive. However, our results suggest that inclusion still has a long way to go. It is necessary to strengthen teachers` awareness about (i) the benefits of inclusive education and (ii) the impact that flexibility in their practices can have on the inclusion of all without exception.

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