Inclusão

: utopia ou realidade : perspectivas de professores e pais sobre práticas inclusivas

Abstract

Background: It seems unquestionable that we are now in the paradigm of inclusion. However, its operation is controversial. The authors are differently located in face of the great challenge which is to build an inclusive education, into a society that is also intended to be that way. So a relevant role is assigned to the teachers and the parents, since they are in permanent contact with the obstacles and difficulties which the inclusive model represents. Objectives: This study aims to know and reflect about the prospects of Special Education, Regular Education teachers and parents for the inclusive practices of their schools. Methodology: The methodology frames under the paradigm of a triangulated study, in which are covered both the qualitative and quantitative approaches. Through the interviews, and their analysis of content, the teachers revealed their perception about the school’s inclusive practices. It was also collected and analyzed information set in the school’s guidance documents. Finally, the parent’s opinions about the school’s inclusive practices were collected through questionnaires and this data processed statistically. Results: The results of this study reveal that the positions of Special Education and Regular Education teachers are generally equivalent. The issues that show the most significant differences are related to the knowledge about laws, the participation of students with Special Needs, the support provided by school and the collaboration between teachers. At last, it was observed that the parent’s participation in school is still very little active.

Date of Award	2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Sofia Margarida Guedes de Campos (Supervisor) & Rosa Maria Lopes Martins (Supervisor)