Educação inclusiva nas escolas portuguesas

Abstract

This study focuses on the theme of the inclusion of students with special education needs in Portuguese public regular classes, with reference to the External School Assessment (ESA). It aims at mapping the inclusive practices of differentiation and support that are referred in the ESA reports for the Centre of Portugal (2nd Cycle, 2011/2012). Schools that obtained highest rating (very good) on Differentiation and Supports in the first and second evaluative cycles and that had simultaneously identified this as a Strength were selected. References to Planning, Teaching Practices and Monitoring of Teaching and Learning were also checked.