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Authors: Santos, Graça Duarte
Sardinha, Susana
Silvia, Reis
Keywords: Classroom relationships
cerebral palsy
mental disability
hyperactivity disorder
Issue Date: Aug-2016
Publisher: Jorsen- Nasen
Citation: Santos,G.D.;Sardinha,S.& Reis,S. (2016)Relationships in Inclusive Clasrooms.Journal of Research in Special Educational Needs, Volume 16, 950–954.doi: 10.1111/1471-3802.12238
Abstract: Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teachers
Type: article
Appears in Collections:PSI - Publicações - Artigos em Revistas Internacionais Com Arbitragem Científica

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