Therapeutic and pedagogical support in educational inclusive settings: Results from the online survey

Abstract

Background The journey towards inclusive education in Portugal has been shaped by legal advancements, international guidelines, and educational policy changes. The principles of inclusion and methodologies, guided by international declarations and standards, have been embraced by Portugal. This study aimed to characterize the methodologies and strategies used in Portuguese educational settings for students with Special Educational Needs (SEN). Participants and Procedure The participants responded to a questionnaire (ASUMIE Survey - Portugal) about methodologies concerning individuals with Special Educational Needs and their inclusion. The study involved 118 participants working in the field of inclusive education (N = 46; 38,98 %). Results: The Universal Design for Learning (UDL) was the most prevalent methodology utilized, with 27.96 % of participants employing this approach to create inclusive learning environments. Support for students with special needs was primarily provided in the classroom (33.20 %) or individually (32.79 %), emphasizing the significance of personalized assistance. Cooperative learning emerged as the primary strategy to foster positive relationships among classmates, with 43.22 % of participants emphasizing its usage. Conclusions These results highlight the diverse range of methodologies and strategies adopted in Portuguese educational settings to cater to the needs of students with SEN, emphasizing the importance of inclusivity and tailored support for each individual.