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Data de submissao: 30-10-2017 Data de Aceitacao: 22-12-2017 Este estudo insere-se na tematica da inclusao de alunos com Necessidades Educativas Especiais (NEE) nas escolas da Regiao Centro em Portugal Continental,  tendo como objetivo conhecer as percecoes dos diferentes atores sobre as praticas inclusivas de alunos com Necessidades Educativas Especiais nas escolas portuguesas com base no Decreto-Lei 3/2008. Neste sentido, procedeu-se a entrevista semiestruturada direcionada para professores da Educacao Especial, professores do Ensino Regular, equipa tecnico pedagogica, utilizando a tecnica analise de conteudo para as analises dos dados onde pode-se obter alguns resultados. Os resultados desta investigacao revelam que no que se refere as percecoes dos diferentes atores educativos face a praticas de colaboracao, que ha alguma convergencia nas respostas destes atores, no entanto, emergem algumas divergencias nas respostas destes no que se refere a presenca dos recursos humanos e materiais, bem como o seu reconhecimento face utilizacao destes recursos no espaco escolar. Os resultados tambem revelam que ha diferentes respostas dos participantes face a percecao sobre as praticas de colaboracao o que remete a necessidade de um maior fortalecimento entre as culturas de escola que visem o desenvolvimento coeso entre todos os agentes educativos no tocante as praticas de colaboracao desenvolvidas neste espaco. Collaboration practices for inclusion of students with special educational needs in Portuguese schools: Teacher perceptions and pedagogical technical team This study expands upon the theme of inclusion of students with special needs educational (ENE) in schools of the Regiao Centro in Portugal Continental. It aims to know different practitioners’ perceptions of inclusion practices of pupils with special needs educational in Portuguese schools based on the Decree-Law 3/2008. In this respect, semi-structured interviews were conducted amongst special education teachers, regular education teachers, and the technicalpedagogical team. Content analysis was performed to examine data. Results show that different educational agents share a few similar views on collaborative practices. Nevertheless, they disagree in terms of their perceptions of human and material resources as well as the value and use of these resources at school. Findings also reveal that participants hold different perceptions of collaborative practices. This points to the need of strengthening the school culture, particularly the development of consensus between all the educational agents on collaborative practices developed in this space. Keywords Special Needs Educational, Inclusion Practices, Differentiation and Support, External evaluation of schools, Educational Measures.

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Práticas de colaboração para inclusão de alunos com Necessidades Educativas Especiais nas escolas portuguesas : Perceções de professores e Equipa técnico pedagógica&lt;br&gt;Collaboration practices for inclusion of students with special educational needs