Inclusion and differentiated pedagogy: Two qualitative studies in the Portuguese educational system

Abstract

This article is based on two empirical studies carried out in the Portuguese education system during the 2017-2018 school year. The aim is to understand and discuss the conceptions and representations of teachers about inclusion. The organization of inclusive educational environments goes with the attitudes and practices of teachers in promoting a sincere school for all. We frmly believe that the currently teaching challenges place the teacher at the core of the pedagogical action for the development of an inclusive education. In these studies, a qualitative methodology was used, based on a data collection from semi-structured interview protocol. 9 preschool teachers and 14 primary teachers were interviewed. The data shows that the participants in the studies have adequate conceptions about inclusion, emphasizing, for example, the relevance of the interaction between all the students, but also reveals that lack of resources and the inadequate teacher training are barriers for implementing in their pedagogical routines, methodologies and strategies that value inclusion and diferentiated pedagogy.