Session Information
04 SES 05 A, Culture and Attitudes
Paper Session
Contribution
In the scope of UNESCO (2006), inclusion is conceived as a dynamic approach to deal positively with the students’ diversity, considering the differences among individuals not as problems, but as opportunities to value learning. The education system should provide appropriate responses to diversity, promoting development and education for everyone, including those said to be normal and the severely handicapped, as well as those said to be specially gifted, by means of a growing participation in learning, in culture and communities. In particular, the need of integration is intrinsically related to the language factor and to the fluency of Portuguese as a tool of social inclusion and success in school and society, in general, especially for those many immigrants, Portugal received in the last decades. We anticipate that this study could be extended to other fields of inclusion, as, for example, gender issues.
The path for the inclusive education is a complex task and, in order to be successful, it implies: the restructuring of culture, politics and practices in schools so that they are able to respond to students’ needs diversity; the development of educational projects based on inclusion, equity and in democratic interchange enrolling teachers and students, families and the surrounding community; the reduction of obstacles to education and to the participation of all students in the classroom activities and in the extra-curricular time (Ainscow, 2000; Ainscow, 2002).
In the scope of an inclusive education, it is given to the school the mission of educating everyone, consequently the school must be increased and developed (Bénard da Costa, 1996, 2002). The suitable preparation of teachers and all the educational personnel is an important factor in for promoting inclusive schools.
The main purpose of this study is to research the issues related to school inclusion, analyzing the perception of educators and primary school teachers about culture, politics, and pedagogical inclusive practices as well as their own practices in their daily life.
We have come to defining the following research question: “Is there a positive level of inclusion in the pre-primary and primary schools?” To which correspond several hypothesis: the inclusion culture sensed by the teachers from pre-primary and primary schools is positive; the politics of inclusion sensed by the teachers from pre-primary and primary schools are positive; the inclusion practices sensed by the teachers from pre-primary and primary schools are positive; there are perceptive differences from the teachers according to the following variables: age, sex, job, post, schools, belonging to an NGO.
Method
Expected Outcomes
References
Ainscow, M. (2000). Necessidades especiais na sala de aula um guia para a formação de professores. Lisboa: Instituto de Inovação Educacional. Bairrão, J. (1998). Subsídios para o sistema de educação – os alunos com necessidades educativas especiais. Lisboa: Conselho Nacional de Educação. Bautista, R. (1997). Necessidades educativas especiais. Lisboa: Dinalivro. Benard da Cos Bénard da Costa, A. M. (1996). A escola inclusiva: do conceito à prática. Inovação, 9, 151-163. Bénard da Costa, A. M. (2002). No caminho da educação inclusiva um exemplo que veio da África do Sul. Inovação, 15,1-2-3, 221-240. Booth, T. & Ainscow, M. (2002). Guide de l’éducation inclusive - developer les apprentissages et la participation dans l’école. Briston: Centre pour l’étude de l’éducation inclusive (CEEI/CSIE). Correia, L. M. (2008). Inclusão e necessidades educativas especiais: um guia para educadores e professores. Porto: Porto Editora. Monteiro, J. G. P. (1991). A integração da criança deficiente mental na escola regular. Educação e Tecnologia, 7, 57-76. UNESCO (1994). Declaração de Salamanca e enquadramento da acção na área das Necessidades Educativas Especiais. Lisboa: Instituto de Inovação Educacional. UNESCO (2006). Principes directeurs pour l‘inclusion:assurer l’accès à l’Education pour Tous. Paris. Vygotsky, L. (1997). Obras escogidas – Fundamentos de defectologia (Vol, V). 2ª Edición en lengua castellana, traducción de Julio G. Blank. Madrid: Visor Dis., S. A.
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