Planning for inclusion: from what we say to what we do

The debate about inclusion has gained more considerable attention in the last decades, both in policy, research, and practice. Even though there is a generalized and unquestionable idea of inclusive schools and inclusive education, the practice is sometimes contradictory. Deal with diversity in schools and classrooms is still one of the most difficult challenges for teachers. At present, Portugal is working on important changes in education, enacting an explicit legal framework for the inclusion of all students, attending diversity. These critical political changes challenge teachers to change mostly considering the teaching process. Teachers need to change and seek innovative ways to respond appropriately to all students, taking advantage from differences. Planning lessons and activities for diversity is challenging, and it needs to be taken as a strategic and intentional central action in the teaching process. The general objective of the this research was to explore teaching planning process in due to identify inclusive classroom practices. This study adopted a methodology of a qualitative nature. Fifteen lesson plans were collected and analyzed. It was observed that teachers have formal plans for the school year or trimester, but they do not plan daily lessons and activities in a formal or write document. It was also observed that pedagogical plans are the same for different classes so that teachers do not plan to take into account differences between groups or students. Daily planning seems to be more informal and personal, depending on teachers willing. Therefore, plans analyzed are not clear or explicit about how to respond and value differences or how all students participate or learn. Results indicate that lessons planning need to be more intentional and strategic. Important implications for practice and for research were identified.