Abstract
This study aims to assess the convergences and divergences of Special Education and Social Education in a school context, seeking to investigate the relationship between these two domains in a school context and understand how Higher Social Education Technicians (TSES) and teachers of Special Education perceive these relationships in the work they develop with students. A sample composed of seven Special Education teachers and seven Higher Social Education Technicians (TSES) from different geographical areas of Portugal was studied. As a data collection instrument, we used the questionnaire and semi-structured interview. The results obtained made it possible to sustain the relationship and complementarity between Special Education and Social Education, looking at the student as a whole, considering the educational, social, personal, cultural and psychological dimensions.
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More From: International Journal of Social Science Research and Review
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