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

This 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...

Full description

Saved in:
Bibliographic Details
Published in:Education sciences 2022-10, Vol.12 (10), p.1-14
Main Authors: Inês, Helena, Pacheco, José Augusto, Abelha, Marta, Seabra, Filipa
Format: Article
Language:English
Subjects:
Collaboration
Curricula
Curricular
Curriculum
Educational Quality
Inclusion
Inclusive education
Individualized Instruction
Learning
Learning disabilities
Learning Processes
Pedagogical practice
Professional development
Social Sciences
Students with disabilities
Teacher Collaboration
Teacher education
Teacher professional development
Teaching
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This 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. This 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.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12100652