<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000100037</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado]]></article-title>
<article-title xml:lang="en"><![CDATA[The Inclusion of Children with Special Educational Needs in Portuguese Mainstream Education: Opinion of Kindergarten and Elementary School Teachers from Public and Private Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VIEIRA-RODRIGUES]]></surname>
<given-names><![CDATA[Margarida Maria de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANCHES-FERREIRA]]></surname>
<given-names><![CDATA[Maria Manuela Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Gondomar  ]]></institution>
<addr-line><![CDATA[Gondomar ]]></addr-line>
<country>Portugual</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Porto  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugual</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>37</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000100037&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000100037&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: este artigo particulariza dados de uma pesquisa e teve como objetivo descrever a opini&#227;o dos docentes acerca da inclus&#227;o de alunos com Necessidades Educativas Especiais e conhecer os fatores que justificam essas opini&#245;es, ap&#243;s seis anos da implementa&#231;&#227;o de um decreto Portugu&#234;s que teve o objetivo de promover a igualdade de oportunidades, valorizar a educa&#231;&#227;o e promover a melhoria da qualidade do ensino. Foram inquiridos 244 docentes de escolas p&#250;blicas e privadas do Porto, atrav&#233;s de um instrumento constitu&#237;do por cinco vinhetas que descreviam diferentes funcionamentos de crian&#231;as. Os resultados indicaram que as crian&#231;as descritas com funcionamentos compat&#237;veis com Perturba&#231;&#227;o de Espetro de Autismo e Paralisia Cerebral foram as menos aceitos, sendo as justifica&#231;&#245;es aduzidas a falta de forma&#231;&#227;o, a impossibilidade de despender o tempo de ensino necess&#225;rio e a exig&#234;ncia dos outros alunos obterem bons resultados acad&#234;micos. A forma&#231;&#227;o em Educa&#231;&#227;o Especial apenas estava associada &#224; maior aceita&#231;&#227;o de alunos com Paralisia Cerebral, e ser docente-educador versus professor do 1&#186; ciclo influencia a aceita&#231;&#227;o de alunos com Perturba&#231;&#227;o de Espetro de Autismo, Paralisia Cerebral e Atraso Global de Desenvolvimento/Dificuldades de Aprendizagem. Os docentes do ensino privado evidenciaram maior aceita&#231;&#227;o dos alunos descritos do que os do p&#250;blico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This article presents research data and aims to describe the opinion of teachers on the inclusion of students with special needs, exploring the factors that justify their opinion after six years of the Portuguese Decree implementation which aimed to promote equality of opportunities, to value education and to promote improvement in teaching quality. The study included 244 teachers, from public and private schools of Porto through an instrument composed by 5 vignettes with the description of the children's behaviors. The results revealed that behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and time to support the child, due to the need of meeting curricular and achievement demands. It also revealed that the training in Special Education was only associated with the students with Cerebral Palsy, and that being kindergarten teacher vs. elementary school teacher influences the acceptance of students with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental/Learning Disabilities. Private school teachers showed a better acceptance of these students in comparison with the ones from public schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Ensino público/privado]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Public/ Private Education]]></kwd>
</kwd-group>
</article-meta>
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