{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,9]],"date-time":"2026-03-09T15:15:06Z","timestamp":1773069306050,"version":"3.50.1"},"reference-count":33,"publisher":"OpenEdition","license":[{"start":{"date-parts":[[2022,1,1]],"date-time":"2022-01-01T00:00:00Z","timestamp":1640995200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["rechercheformation"],"published-print":{"date-parts":[[2022]]},"abstract":"<jats:p>This paper aimed to analyse the conceptions of Portuguese regular education teachers about working with students with Special Educational Needs (SEN), using a quantitative methodology. We present data collected via a closed-question online survey (n\u00a0=\u00a050). The results point to a growing concern with managing diversity, particularly among students with SEN, observable in the respondents\u2019 conceptions. Respondents advocated differentiated teaching and tasks designed according to the student\u2019s profile. However, there were no clear signs of students\u2019 and their parents\u2019 involvement. There appears to be a gap between the theoretical-legal discourse and the practices teachers report implementing in the regular classroom, revealing that there is room for improvement towards more effective inclusive responses.<\/jats:p>","DOI":"10.4000\/158bu","type":"journal-article","created":{"date-parts":[[2025,11,27]],"date-time":"2025-11-27T12:29:08Z","timestamp":1764246548000},"page":"37-55","source":"Crossref","is-referenced-by-count":0,"title":["Teachers\u2019 conceptions about inclusion and work with students with Special Educational Needs in Portugal"],"prefix":"10.4000","volume":"101","author":[{"given":"Helena","family":"In\u00eas","sequence":"first","affiliation":[]},{"given":"Filipa","family":"Seabra","sequence":"additional","affiliation":[]},{"given":"Jos\u00e9","family":"Pacheco","sequence":"additional","affiliation":[]}],"member":"2399","reference":[{"key":"ref0","unstructured":"Abdalla, M. (2004). En las redes de la profesi\u00f3n. Resignificando el trabajo docente. Revista Mexicana de Investigaci\u00f3n Educativa, 9(20), 159-181."},{"key":"ref1","doi-asserted-by":"crossref","unstructured":"Agraz, A. (2020). La philosophie du temps chez Gaston Bachelard\u00a0: vers de nouveaux sch\u00e8mes d'\u00e9valuation des stages pour une plus grande accessibilit\u00e9 p\u00e9dagogique des jeunes d'IME avec un handicap mental. Recherche et formation, 93, 101-114.","DOI":"10.4000\/rechercheformation.6063"},{"key":"ref2","doi-asserted-by":"publisher","DOI":"10.1177\/2158244019865772"},{"key":"ref3","doi-asserted-by":"publisher","DOI":"10.30827\/profesorado.v25i2.18445"},{"key":"ref4","unstructured":"Bol\u00edvar, A., Gallego, M., L\u00e9on, M. &amp;\u00a0P\u00e9rez, P. (2005). Pol\u00edticas Educativas de Reforma e Identidades Profesionales: El Caso de la Educaci\u00f3n Secundaria en Espa\u00f1a. Education Policy Analysis Archives (EPAA), 13(45). 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(Ed.), Costa, I., Ribeiro, M.\u00a0J. &amp;\u00a0Alcafache, M.\u00a0L. (2002). Relat\u00f3rio final do projecto contextos inclusivos: das atitudes aos comportamentos [report]. University of Beira Interior."},{"key":"ref15","unstructured":"Mar\u00f4co, J. (2007). An\u00e1lise estat\u00edstica. Com utiliza\u00e7\u00e3o do SPSS. Edi\u00e7\u00f5es S\u00edlabo."},{"key":"ref16","doi-asserted-by":"publisher","DOI":"10.1080\/08856257.2020.1776983"},{"key":"ref17","doi-asserted-by":"publisher","DOI":"10.3390\/su13052583"},{"key":"ref18","doi-asserted-by":"publisher","DOI":"10.1787\/b35a14e5-en"},{"key":"ref19","doi-asserted-by":"publisher","DOI":"10.1787\/a9c95902-en"},{"key":"ref20","doi-asserted-by":"publisher","DOI":"10.1080\/08856257.2019.1665232"},{"key":"ref21","unstructured":"Rhoads, J. (2022). Developing Cultural Diversity in Virtual Classrooms. Empirical Quests for Management Essences, 2(1), 17-30. 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