RELATIONSHIPS IN INCLUSIVE CLASSROOMS

Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors reflect on four studies which aim to identify and evaluate the relationship between several agents in the teaching–learning process (regular teachers, special education teachers and peer students) and the students with Autism, Cerebral Palsy, Mental Disability and Attention Deficit Hyperactivity Disorder. The studies were held in Primary Portuguese schools. The results are presented and discussed in their similarities and differences. The discussion shows that relationships between teachers and children with Special Education Needs (SEN) differ from those between teachers and typical children, but also according to different SEN. In general, there are not significant differences between regular teachers and special education teachers

Relative importance of environment, human activity and spatial situation in determining the distribution of terrestrial mammal diversity in Argentina

We recorded the number of terrestrial mammal species in each Argentinian province, and the number of species belonging to particular groups (Marsupialia, Placentaria, and among the latter, Xenarthra, Carnivora, Ungulates and Rodentia). We performed multiple regressions of each group’s SR on environmental, human and spatial variables, to determine the amounts of variation explained by these factors. We then used a variance partitioning procedure to specify which proportion of the variation in SR is explained by each of the three factors exclusively and which proportions are attributable to interactions between factors.