INCLUSIVE EDUCATION – A CONSTRUCT WITH DIFFERENT MEANINGS FOR FAMILIES AND TEACHERS
INCLUSIVE EDUCATION – A CONSTRUCT WITH DIFFERENT MEANINGS FOR FAMILIES AND TEACHERS

Summary/Abstract: Our micro-research purpose was to investigate teachers and families of SEN children concerning the issue of inclusive education. The results obtained show that inclusive education is a construct with different meanings for them. Families’ perception on inclusive education illustrates the necessity to accept their children within regular school, to differentiate assessment and pedagogical relationship and to respect the principle of positive discrimination. Teachers’ perception on inclusive education emphasises the difficulty to provide special educational support, to manage their behavioural disorders, to differentiate teaching methodology and to keep normally/typically developed students in our class.

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