Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n=130) and higher (n=146) secondary schools. Participants completed the Maslach Burnout Inventory - Educators Survey (MBI-ES) and a scale on the perceived collaboration and support from general education teachers. To explore the association between perceived support and each burnout measure considered (emotional exhaustion, depersonalisation, and personal accomplishment), correlation analyses were performed. Then, in order to check the robustness of our empirical findings, multilevel regression models (at teacher-school-administrative area level) were used controlling for several variables (teacher socio-demographic characteristics, teacher training and professional background, inclusive teaching practice and school context). Results suggest the potential role of perceived support in reducing emotional exhaustion and improving personal accomplishment in all the models considered. Instead, the relationship between perceived support and depersonalisation seems to be quite controversial, moreover when adding controls related to teacher’s training and professional background.

An investigation of the quality of peer relationships of disabled students within regular classes was conducted. A total of 496\ud students participated in the study, 40 of which disabled, enrolled in 27 public elementary and middle schools. The students filled\ud in the “Loneliness and Social Dissatisfaction Scale” (Asher, 1984) and responded to three questions of a sociometric test.\ud Disabled students significantly felt lonelier in class compared to the students with no disability. They were also often rejected or\ud left out during play activities, and probably due to the rejection experienced in class, over the years disabled students increasingly\ud expect rejection from their peers

Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.

This article synthesizes the long-lasting counseling process of a family with a child suffering from a chronic illness. The provided intervention model draws on a series of principles from various theoretical approaches, namely systemic, psychodynamic, and resiliency. Family functioning and support is considered a catalytic parameter in assisting children with disabilities to fully develop their potential. This project is based on a family and child-centered integrative counseling model adopting the nonmedical conception of disability. Through the presentation of a case study of a couple who faced a critical situation in the life of their child, this article briefly describes the way the family dynamics were readdressed through this intervention counseling model. In addition, this work attempts to give a picture of the complex and confusing emotional states parents may go through when dealing with physical and psychological health-threatening situations and present guidelines for integrated counseling models. Childhood chronic illnesses (CI) may be a source of difficulty to manage emotions and may create a series of practical problems for both the parents and the child. They can also cause a number of specifics limitations that have varying degrees of impact on the child and subsequently the whole family's psychosocial functioning (Dempsey, 2008). Specific medical symptoms and secondary physical or psychosocial problems arise from different conditions, varying in intensity and the need for treatment (Kourkoutas, Georgiadi, & Plexousakis, 2010). Differences in the way the child and its family experience the CI depend on the age the symptoms manifest, the developmental period of the child, the type and extent of medical support needed, the degree of health and life-threatening risk, how noticeable the impairment/disability is, the parents' personality or psychic organization, the family structure and couple's life, and

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