For a Qualitative Leap in Inclusion: Illusions and Delusions from Teacher's Perspective

AbstractFive years after the introduction of the Special Education DL 3/2008 in Portugal there is a sense that not much has changed in continuous training and a proper evaluation about the effect of inclusive practices is need. Considering teachers as the central pillar of the inclusion in schools, the present paper seeks to examine their beliefs about inclusive education and practices, using a quantitative methodology with a sample of 150 regular and special education teachers. Results allow us to verify some inconsistencies between their beliefs about the benefits of inclusion and the difficulties in the implementation of Individual Education Programs or in the collaboration with other specialists. Inferential studies highlight the differential role of specialized training and teaching experience