Teachers and inclusive education: identifying factors required for its implementation

Authors

  • Marian Ávila de Lima e Dias Universidade Federal de São Paulo; Programa de Pós-Graduação em Educação
  • Simone Conceição Rosa Universidade Federal de São Paulo; Programa de Pós-Graduação em Educação
  • Patrícia Ferreira Andrade Universidade Federal de São Paulo; Programa de Pós-Graduação em Educação

DOI:

https://doi.org/10.1590/0103-656420140017

Abstract

The present research aimed to identify the elements related to teachers and their performance in the inclusive education. A bibliographical survey of the elements presented in literature on inclusive education and a field research with three elementary school teachers was performed. There were identified 20 elements described in articles and books, which were divided in three categories: I - factors related to the teacher, II - factors internally related to the school and III - social related factors. For the interviewed teachers the unanimous factor that determines their performance is related to personality factors, such as kindness and persistence, without any mention to the social factors. Such results indicate views of school and inclusion in which the individual performance of teachers is seen as independent of social mood and the implementation of inclusive education policies.

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Published

2015-12-01

Issue

Vol. 26 No. 3 (2015)

Section

Original Articles

License

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How to Cite

Teachers and inclusive education: identifying factors required for its implementation . (2015). Psicologia USP, 26(3), 453-463. https://doi.org/10.1590/0103-656420140017