Ensino colaborativo

: clima de partilha

Abstract

The present study examines the collaborative teaching model practiced in the schools of the 1st cycle of the Group of Schools of Pevidém – Guimarães, in the academic year 2010/2011. Inclusive education is now widely spoken and caring for children with special educational needs is a reality. For the school be inclusive is to develop effective strategies and quality of educational support in special education. This support will only be quality if linked with regular education. The simultaneous action between the two teachers in the classroom, it is essential that the school is truly inclusive. The main objective of this research is to characterize the collaborative model between the teacher of special education and regular education in serving children with special educational needs. Initially, a conceptual analysis is done on the concept of special education, inclusive education and collaborative learning. The research methodology used is qualitative, and sampling is convenience, with 19 regular education teachers and five special education teachers. The results show that is great motivation for teaching and collaboration that exists in this model in many ways, including: planning and organization of activities in the assessment, the relationship between teachers and training. As less positive aspects and somehow undermines this model, the time of reduced educational support within the special education, which seems insufficient to quality care for children with special educational needs.

Date of Award	13 Oct 2011
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Filomena Ponte (Supervisor)