DOI: 10.9788/tp2019.2-19
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Abstract: Signed since 1990, school inclusion has brought challenges to the teaching practice not only due to the demands of teaching-learning, but also of the relation with the included student. Therefore, the present study aimed to characterize teachers about emotional competence and coping styles, as well as evaluate the quality of the included student-teacher relationship and the association between these variables. An analytical, quantitative and cross-sectional, observational study was carried out, involving 63 te… Show more

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