Abstract
This study aimed to describe the singularities of the education of children with disabilities in Cape Verde, where inclusion is guiding policies and practices as a foundation for a more just society, and there is a lack of research. Therefore, three surveys were conducted with a stratified random sample of 345 primary school teachers and 265 parents/guardians. Conclusions showed that according to parents/guardians, not all children with disabilities started their educational pathway in preschool and or in basic education at the legally established age of six years old. Additionally, this study indicated that, according to teachers, classrooms were significant in terms of the number of pupils and that there is a need for additional special education and related services. Moreover, participants presented a positive attitude toward inclusive education and supported a definition that highlights not only placement in regular classrooms whenever possible but also the existence of specialized support to meet the needs of children with disabilities. Finally, participants pointed out the need for and interest in supplementary events that could raise awareness and provide training on inclusion. These conclusions have practical implications for both national stakeholders endeavoring to promote inclusion and for worldwide researchers conducting comparative reviews.
Published Version
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