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Integration policies in a Brazilian south-eastern capital: formulation, implementation and some comparisons with four European countries.

Santos, Mónica Pereira dos.; (1995) Integration policies in a Brazilian south-eastern capital: formulation, implementation and some comparisons with four European countries. Doctoral thesis , Institute of Education, University of London. Green open access

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Abstract

The purpose of this study was to investigate the processes of formulation and implementation of policies regarding the integration of disabled children in the mainstream schools of a Brazilian South-eastern State Capital. The investigation was carried out through a documentary analysis and through the application of a questionnaire and an interview to 25 head teachers of the primary State schools of VitOria. The intention was to identify gaps between what is mandated by laws or suggested by other relevant documents and what is actually reported as practice by the head teachers, and how integration was being interpreted and defined at the school level in that Capital. In doing so it was hoped that some of the problems in making integration policies would be identified and practical suggestions for their solutions would be likely to be provided. The study also included a comparative part in which integration policies of four European countries (Spain, Denmark, Holland and the U.K.) were analysed and differences and similarities were highlighted in an attempt to further illustrate and discuss some of the main issues of policy-making in and practice of integration which at the time were being debated world-wide.

Type: Thesis (Doctoral)
Title: Integration policies in a Brazilian south-eastern capital: formulation, implementation and some comparisons with four European countries.
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: Brazil,Special educational needs,Integration (mainstreaming),Educational policy
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10021599
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