Teaching students with learning difficulties or disabilities: regular education teachers’ professional development and practices

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MetadadosDescriçãoIdioma
Autor(es): dc.creatorInês, Helena-
Autor(es): dc.creatorPacheco, José A.-
Autor(es): dc.creatorAbelha, Marta-
Autor(es): dc.creatorSeabra, Filipa-
Data de aceite: dc.date.accessioned2025-08-21T15:23:57Z-
Data de disponibilização: dc.date.available2025-08-21T15:23:57Z-
Data de envio: dc.date.issued2022-09-27-
Data de envio: dc.date.issued2022-09-27-
Data de envio: dc.date.issued2022-09-26-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/10400.2/12247-
Fonte completa do material: dc.identifierhttps://doi.org/10.3390/educsci12100652-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/10400.2/12247-
Descrição: dc.descriptionThis article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development.-
Descrição: dc.descriptionThis research was funded by Fundação para a Ciência e a Tecnologia S.A. (FCT), grant number SFRH/BD/136655/2018, and projects UIDB/04372/2020 and UIDP/04372/2020-
Descrição: dc.descriptioninfo:eu-repo/semantics/publishedVersion-
Formato: dc.formatapplication/pdf-
Idioma: dc.languageen-
Publicador: dc.publisherMDPI-
Relação: dc.relationalterado para: A Formação Inicial e Contínua de Professores do 2.º Ciclo do Ensino Básico e a Gestão Curricular pelos Professores do Ensino Regular do Atendimento a Alunos com Dificuldades de Aprendizagem ou Incapacidades”-
Relação: dc.relationDistance Education and Elearning Laboratory-
Relação: dc.relationDistance Education and Elearning Laboratory-
Relação: dc.relationhttps://www.mdpi.com/2227-7102/12/10/652-
Palavras-chave: dc.subjectCurriculum-
Palavras-chave: dc.subjectTeacher professional development-
Palavras-chave: dc.subjectInclusion-
Palavras-chave: dc.subjectCurricular-
Palavras-chave: dc.subjectPedagogical practice-
Título: dc.titleTeaching students with learning difficulties or disabilities: regular education teachers’ professional development and practices-
Aparece nas coleções:Repositório Aberto - Universidade Aberta (Portugal)

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