AbstractThis work corresponds to an academic dissertation leading to a doctoral degree in Educational Sciences, in the field of Deepening in School Administration and Organization, where we try to understand the way of building an inclusive School that we call AE. To respond to the research objectives, we opted for a theoretical framework, using a bibliographic review process, framed in Educational Sciences, more specifically in the historical evolution of attending to the difference - from exclusion to inclusion - and in the conceptualization of Inclusive Education summoning convergent models and components of the construction of School for All, namely the role of leaders, teacher training and collaborative work, corresponding to the first part of our study. From an empirical point of view, the second part integrates the methodological
justification, the contextualization of the research, with a special focus on the Specialities of the House program, its chronology and its potential for alignment with inclusive education, as well as the analysis of data and discussion of the results collected in the context of the empirical study.
Finally, we present the final considerations, concerning the entire investigative path. We emphasize that this is an intrinsic case study, of a quali-quanti nature, which
included the participation of several representative elements of the research context. In this way, we intend, in a modest way, to contribute to the debate that has been taking place around the building of inclusive school by developing this study that brings together, in addition to the researcher's scientific curiosity, the belief regarding the usefulness that it may eventually have for everyone. the actors involved, greater knowledge and deepening of this theme to effectively respond to the enormous challenges posed to School for All.
|Date of Award
|4 Feb 2022
|Marisa Carvalho (Supervisor) & Cristina Palmeirão (Co-Supervisor)
- Inclusive education
- School organization
- Doutoramento em Ciências da Educação