Percepções dos educadores sobre a inclusão na educação pré-escolar: o papel da experiência e das habilitações

Translated title of the contribution: Preschool teachers' perceptions about inclusion in preschool education: the role of experience and qualifications

Paulo César Azevedo Dias, Irene Maria Dias Cadime

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3 Citations (Scopus)
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Abstract

In Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.

Translated title of the contributionPreschool teachers' perceptions about inclusion in preschool education: the role of experience and qualifications
Original languagePortuguese
Pages (from-to)91-111
Number of pages21
JournalEnsaio
Volume26
Issue number98
DOIs
Publication statusPublished - 1 Jan 2018

Keywords

  • Inclusion
  • Preschool
  • Perceptions
  • Preschool teachers

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