This poster aims to present results from a research that was conducted to contribute to the systematization and deepening of the knowledge on the phenomenon of inclusive education in Cabo Verdee. We looked at the perspectives of parents and/or guardians of children with and without special educational needs, who as members of the school and community contexts could comprehensively and largely address the subject being studied and contribute, in an unparalleled way, to characterize the field of inclusive education. The Republic of Cabo Verde is a country comprising ten islands, located in West Africa, with precarious natural resources and with approximately 500,000 inhabitants (National Statistics Institute [INE], 2010). From the political perspective, it is a stable country that holds free and regular elections with peaceful alternation in power (United Nations Children's Fund & Cape Verdean Institute of Children and Adolescents [UNICEF & ICCA], 2011), as well as a strong commitment to education made by the different governments over time (Handicap International [HI], 2012). This study was conducted in a time in which 12% of school children at primary education presents at least one of the identified disabilities (INE, 2010). Additionally, as in other countries, the education of children with special educational needs has been characterized by discriminatory practices, due to the prejudice that these children would not have academic success (Correia, 2008). In this contexto, and considering that parents play a key role when schools adopt and implement non-discriminatory and inclusive practices (Martins & Sarmento, 2010; Rodrigues, 2000), we conducted a study to determine the attitudes of the parants in order to propose solutions that improve the learning conditions for all children. Using a quantitative methodology, data were collected through two questionnaires on attitudes about inclusive school setting. The sample consisted of 265 from parents and/or guardians of students with special educational needs, and 382 from parents and/or guardians of students without special educational needs. Data were analyzed through descriptive and inferential statistics. Conclusions of the study point out that: a) the attitude of parents and/or guardians of children with and without special educational needs in relation to inclusion is positive; (b) more than half of the parents and/or guardians of students with and without special educational needs agree with the presence of children with special educational needs included in the regular class and enjoy the situation; c) parents and/guardians who do not agree with the process of joint schooling in the regular school support the positioning of learning outcomes. Throughout the presentation of the above mentioned results we plan to discuss issues related to teachers training, community awareness about inclusion as well as about strategies to involve parents and/or guardians to contribute to the enrichment of inclusive education in Cape Verde.

We used a quantitative methodology and data were collected through two questionnaires on attitudes to the inclusive school setting for parents. The sample consisted of 265 from parents and/or guardians of students with special educational needs, and 382 from parents and/or guardians of students without special educational needs. Data were analyzed through descriptive and inferential statistics.

Conclusions of the study point out that: a) the attitude of parents and/or guardians of children with and without special educational needs in relation to inclusion is positive; (b) more than half of the parents and/or guardians of students with and without special educational needs agree with the presence of children with special educational needs included in the regular class and enjoy the situation; c) parents and/guardians who do not agree with the process of joint schooling in the regular school support the positioning of learning outcomes. Within the presentation of the above mentioned results we plan to discuss issues related to teachers training, community awareness about inclusion as well as about strategies to involve parents and/or guardians to contribute to the enrichment of inclusive education in Cape Verde.

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