La mise en place de la CIF dans le système éducatif portugais : sa pertinence selon le point de vue de professionnels de l’éducation

Candeias, A.; Rosário, Ana Cristina; Saragoça, Maria José

doi:10.1016/j.alter.2012.10.001

Cited by 2 publications

(8 citation statements)

References 9 publications

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“…This will improve collaborative teamwork that actively involves all participants, as proposed by Schraepen (2011). Consistent with previous studies (Candeias et al, 2013; Saragoça et al, 2013), this study also showed that the emerging training needs are indicative of expectations for deepening the content and development of practical skills. Such content should include the discussion of practical cases, knowledge of assessment tools, and assessment methods that help to characterize the functional profile of the students, in line with the biopsychosocial model, policies, and practices to encourage inclusion (e.g.…”

Section: Discussionsupporting

confidence: 91%

“…Such results suggest that the implementation of the biopsychosocial model and all the policies, values, and practical implications for assessment and intervention need to be extended to health and social services, as well as to all school staff, as previously found (e.g. Candeias et al, 2013; Saragoça, 2012; Simeonsson et al, 2010).…”

Section: Discussionsupporting

confidence: 63%

“…Such content should include the discussion of practical cases, knowledge of assessment tools, and assessment methods that help to characterize the functional profile of the students, in line with the biopsychosocial model, policies, and practices to encourage inclusion (e.g. teamwork, mediation, and inclusion in the regular classes with technical and pedagogical supports) (Candeias et al, 2013; Saragoça et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The Ministry of Education began sending experts to provide information sessions and direct follow-up in schools. At a national level, with the collaboration of universities and polytechnic institutes, it implemented a special education training course targeting special education teachers (Candeias et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies (e.g. Candeias et al, 2009Candeias et al, , 2010Candeias et al, , 2013 have identified that there are still some difficulties. These issues include both the way students are evaluated by the ICF as well as how the experts apply the assessment in the preparation of learners' Individual Educational Programs and initiatives for children/youth.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

Candeias

Grácio

Saragoça

et al. 2017

J Intellect Disabil

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Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers' perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN-TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 63%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

Candeias

Grácio

Saragoça

et al. 2017

J Intellect Disabil

Self Cite

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Stress and burnout in teaching. Study in an inclusive school workplace

Candeias¹,

Galindo²,

Calisto³

et al. 2020

Health Psychology Report

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health psychology report • volume 9(1),  original article background Teaching is a profession associated with high levels of stress and burnout, affecting teachers' performance in the workplace. The main goal of the current study is to investigate stress and burnout conditions of teachers working presently in inclusive schools and the corresponding influence of personal variables. participants and procedureParticipants were 7086 regular teachers, or non-specialists, and 442 special education teachers, or specialists (N = 7528). resultsNon-specialist teachers showed higher levels of burnout than specialist teachers in inclusive schools. Additionally, the results showed that higher levels of burnout are correlated with vulnerability to stress (perfectionism, inhibition, lack of social support, adverse living conditions, dramatization of existence and subjugation), in both groups of teachers. Non-specialists with more professional experience showed a high global score on burnout. In both groups, teachers with a higher level of training (academic degree and specialization) showed lesser vulnerability to stress, especially lower dependence. Concerning the predictors of burnout, vulnerability to stress played an important role as a predictor in both groups, suggesting that more vulnerable teachers are more prone to develop burnout, fatigue and exhaustion. conclusionsStress emerges as an important predictor of burnout. Nonspecialist teachers are more exposed to burnout and stress in an inclusive workplace, because they have to deal with new demands, requiring new resources, especially new professional skills. On the other hand, teachers with more academic and professional training show higher resilience to stress and more independence, suggesting the crucial value of training to improve an inclusive school workplace. Training can have an important impact on stress/burnout and consequently on the professional performance and efficacy of teachers in inclusive schools.

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La mise en place de la CIF dans le système éducatif portugais : sa pertinence selon le point de vue de professionnels de l’éducation

Cited by 2 publications

References 9 publications

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs

Stress and burnout in teaching. Study in an inclusive school workplace

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