Equality in Difference: developing Reading and Writing Skills in an Inclusive Context

Abstract

Classrooms reflect the plurality of society. This diversity presents itself as beneficial to everyone. Better education implies that everyone is included and that their voices are heard. This work aims to raise awareness of a pedagogical practice that aims to develop reading and writing skills with a group of students who had low school attendance in previous school years. This is an observational, longitudinal study, developed in a group consisting of 12 students, aged between 8 and 11 years old, covered by measures to support learning and inclusion defined by the legal framework for inclusive education in Portugal. The results indicate that the context and methodologies adopted contributed to gains in terms of instrumental learning, namely, in terms of reading and writing skills, emotions, values and well-being.