Revista Educação Especial, v. 30, n. 59, set./dez. 2017

View Revista Educação Especial, v. 30, n. 59, set./dez. 2017
Published: 2017-11-07

Editorial

  • Editorial – Revista Educação Especial

    Camila Mugnai Vieira, Sadao Omote, Carlo Schmidt, Eliana da Costa Pereira de Menezes, Clenio Perlin Berni
    559-562
    DOI: https://doi.org/10.5902/1984686X29588

  • Personal teaching competencies for inclusive education: a reflection on what is occurring in Spain

    Eladio Sebastián-Heredero
    563-574
    DOI: https://doi.org/10.5902/1984686X27995

  • Some lessons learned about the variables affecting the continuing professional development of teachers for inclusive education

    Yolanda Muñoz Martínez
    575-588
    DOI: https://doi.org/10.5902/1984686X27997

  • Teachers’ promising knowledge to the inclusion of students with special educational needs: conditions for its construction

    Gislaine Semcovici Nozi, Celia Regina Vitaliano
    589-602
    DOI: https://doi.org/10.5902/1984686X28080

  • The friendship in the classroom and inclusive education: philosophical reflections

    Alonso Bezerra de Carvalho, Fabiola Colombani
    603-614
    DOI: https://doi.org/10.5902/1984686X28081

  • Bullying prevention and coping: the role of teachers

    Jorge Luiz da Silva, Marina Rezende Bazon
    615-628
    DOI: https://doi.org/10.5902/1984686X28082

  • Conceptions of future teachers regarding Inclusive Education and Special Education

    Carla Cristina Marinho, Sadao Omote
    629-642
    DOI: https://doi.org/10.5902/1984686X28085

  • The social representations on inclusive education and the act of teaching in diversity: the personality of the teacher on the scene

    Anna Augusta Sampaio de Oliveira
    643-656
    DOI: https://doi.org/10.5902/1984686X28084

  • Autism spectrum disorders and inclusive education: analysis of social attitudes of teachers and students toward inclusion

    Maria Cláudia Brito
    657-668
    DOI: https://doi.org/10.5902/1984686X28086

  • Teachers’ conceptions regarding the sexuality of students and their formation in inclusive education

    Ana Cláudia Bortolozzi Maia, Teresa Vilaça
    669-680
    DOI: https://doi.org/10.5902/1984686X28087

  • Personal variables of teachers for the attendance of students with global developmental disorder

    Olga Maria Piazentin Rolim Rodrigues, Vera Lúcia Messias Fialho Capellini, Ana Paula Pacheco Moraes Maturana
    681-696
    DOI: https://doi.org/10.5902/1984686X28425

  • Teachers’ self-efficacy beliefs: a critical motivational factor in inclusive education

    José Aloyseo Bzuneck
    697-708
    DOI: https://doi.org/10.5902/1984686X28427

  • Active and expressive teacher's training: messing up the class to stimulate inclusion

    Luzia Mara Silva Lima-Rodrigues
    709-722
    DOI: https://doi.org/10.5902/1984686X28428

  • Changing teachers’ social attitudes toward inclusion: transformation together with students

    Camila Mugnai Vieira
    723-736
    DOI: https://doi.org/10.5902/1984686X28429

  • Teaching educational social abilities to teachers in the context of educational inclusion

    Andréa Regina Rosin-Pinola, Edna Maria Marturano, Luciana Carla dos Santos Elias, Zilda Aparecida Pereira Del Prette
    737-750
    DOI: https://doi.org/10.5902/1984686X28430

  • Social attitudes toward inclusion and conception about specialized educational services in special education specialist formation

    Maewa Martina Gomes da Silva e Souza
    751-762
    DOI: https://doi.org/10.5902/1984686X28431

  • Teachers' conception about the homework and proposition for students with physical disabilities

    Mariana Dutra Zafani, Carolina Cangemi Gregorutti, Luciana Ramos Baleotti
    763-774
    DOI: https://doi.org/10.5902/1984686X28432

  • Teachers’ personal variables and the inclusion of high-abilities/giftedness students

    Miguel Claudio Moriel Chacon, Ketilin Mayra Pedro, Fabiana de Oliveira Koga, Andrea Alves da Silva Soares
    775-786
    DOI: https://doi.org/10.5902/1984686X28433