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

Editorial

• Editorial – Revista Educação Especial

  Camila Mugnai Vieira, Sadao Omote, Carlo Schmidt, Eliana da Costa Pereira de Menezes, Clenio Perlin Berni

  559-562

  • PDF (Português (Brasil))

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

  Eladio Sebastián-Heredero

  563-574

  • PDF (Español (España))

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

  Yolanda Muñoz Martínez

  575-588

  • PDF (Español (España))

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

  Gislaine Semcovici Nozi, Celia Regina Vitaliano

  589-602

  • PDF (Português (Brasil))

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

  Alonso Bezerra de Carvalho, Fabiola Colombani

  603-614

  • PDF (Português (Brasil))

• Bullying prevention and coping: the role of teachers

  Jorge Luiz da Silva, Marina Rezende Bazon

  615-628

  • PDF (Português (Brasil))

• Conceptions of future teachers regarding Inclusive Education and Special Education

  Carla Cristina Marinho, Sadao Omote

  629-642

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

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

  Maria Cláudia Brito

  657-668

  • PDF (Português (Brasil))

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

  Ana Cláudia Bortolozzi Maia, Teresa Vilaça

  669-680

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

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

  José Aloyseo Bzuneck

  697-708

  • PDF (Português (Brasil))

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

  Luzia Mara Silva Lima-Rodrigues

  709-722

  • PDF (Português (Brasil))

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

  Camila Mugnai Vieira

  723-736

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

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

  Maewa Martina Gomes da Silva e Souza

  751-762

  • PDF (Português (Brasil))

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

  Mariana Dutra Zafani, Carolina Cangemi Gregorutti, Luciana Ramos Baleotti

  763-774

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))