19 documents found, page 1 of 2

Exploring teachers' attitudes towards inclusive education: Role of self‐efficac...

Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of selfefficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated ...

School psychologists’ training to support inclusive education in Portugal: trai...

School psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was devel...

Inclusive education in Portugal: exploring sentiments, concerns and attitudes o...

This study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self-efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic quest...

Don´t leave for tomorrow what you can build up today! Using early socioemotiona...

Relevant pedagogists have claimed the importance of valuing and embracing differences in education to create more inclusive and equitable learning environ ments that can be responsive to the diverse needs and strengths of all learners. Since the end of 19th century several educators have begun to demand construc tivist and student-centred approaches to learning, among them, Vygotsky in the socio-cultural theory...

Effects of a Portuguese social–emotional learning program on the competencies o...

From policies to practices: factors related to the use of inclusive practices i...

Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive ...

Measuring inclusive education in portuguese schools: adaptation and validation ...

The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools...

Innovative pedagogical practices in Portuguese schools: first steps of a resear...

Mapping innovation is crucial in education to guide educators and policymakers to spread high-quality pedagogical practices. Improving learning with innovation in mind is required today. Although innovation is an emergent topic in the educational policy reforms around the world, and particularly in Portugal, more research is needed. This paper presents the research project “4A’ model for Measuring Innovative Pe...

School psychologists training in Portugal: trainers' perspectives

School psychologists training in applied approaches for the construction of inc...