Abstract

Conclusion. Integrating teacher collaboration and project-based learning with garden-based school activities fosters student collaboration and participation, while offering enriched sensorial experiences that benefit the learning and development of all students. School gardens also foster inclusion through deepening intercultural understanding and stronger student interactions that heighten awareness and normalization of diversity.

Keywords: educational policy, environmental education, inclusion, school gardens, sustainability

Abrantes, P. (2021). Educação inclusiva: Proposta de quadro analítico e aplicação ao caso português [Inclusive education: Proposal for an analytical framework and application to the Portuguese case]. Revista Portuguesa de Educação, 34(2), 25-41. https://doi.org/10.21814/rpe.18677

Austin, S. (2021). The school garden in the primary school: Meeting the challenges and reaping the benefits. Education 3-13, 50(6), 707-721. https://doi.org/10.1080/03004279.2021.1905017

Bardin, L. (2011). Análise de conteúdo [Content analysis]. Edições 70. https://ia802902.us.archive.org/8/items/bardin-laurence-analise-de-conteudo/bardin-laurence-analise-de-conteudo.pdf

Blair, D. (2009). The child in the garden: An evaluative review of the benefits of school gardening. The Journal of Environmental Education, 40(2), 15-38. https://doi.org/10.3200/JOEE.40.2.15-38

Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education.

Carrington, S., Saggers B., Shochet I., Orr J., Wurfl A., Vanelli J., & Nickerson, J. (2021). Researching a whole school approach to school connectedness. International Journal of Inclusive Education, 27(7), 785-802. https://doi.org/10.1080/13603116.2021.1878298

Carvalho, A. E., Cosme, A., & Veiga, A. (2023). Inclusive education systems: The struggle for equity and the promotion of autonomy in Portugal. Education Sciences, 13(9), 875. https://doi.org/10.3390/educsci13090875

Ermenc, K. (2020). Approaches to inclusive education in Slovenia from a comparative angle. In N. Popov, C. Wolhuter, L. de Beer, G. Hilton, J. Ogunleye, E. Achinewhu-Nworgu, & E. Niemczyk (Eds.), Educational reforms worldwide BCES conference books, 2020 (Vol. 18, pp. 262-269). Bulgarian Comparative Education Society.

European Agency for Development in Special Needs Education. (2003). Special needs education in Europe: Thematic publication.

European Agency for Special Needs and Inclusive Education. (2016). Raising the achievement of all learners in inclusive education: Literature review.

Fischer, R. (2001). Foucault e a análise do discurso em educação [Foucault and discourse analysis in education]. Cadernos de Pesquisa, 114, 197-223. https://doi.org/10.1590/S0100-15742001000300009

Flecha, R. (Ed.). (2015). Successful educational actions for inclusion and social cohesion in Europe. Springer. https://doi.org/10.1007/978-3-319-11176-6

Fyssa, A., & Vlachou, A. (2015). Assessment of quality for inclusive programs in Greek preschool classrooms. Journal of Early Intervention, 37(3), 190-207. https://doi.org/10.1177/1053815115606908

García-Lastra, M., & Sierra, J. (2021). Territory and treatment of diversity: The case of the communities of Cantabria, Asturias, Andalusia, and Valencia (Spain). International Journal of Intercultural Relations, 84, 181-190. https://doi.org/10.1016/j.ijintrel.2021.07.011

Giddens, A. (2005). Sociologia [Sociology] (4th ed.). Artmed.

Gudiño, M., Río, C., & Calle, R. (2022). La percepción de los alumnos como indicador de inclusión educative [Student perception as an indicator of educational inclusion]. Educación XX1, 25(1), 257-379. https://doi.org/10.5944/educxx1.30198

Johnson, S. (2012). Reconceptualising gardening to promote inclusive education for sustainable development. International Journal of Inclusive Education, 16(5-6), 581-596. https://doi.org/10.1080/13603116.2012.655493

Lesar, I. (2017). Mapping inclusive education within the discipline of Pedagogy: Comparative analysis of new study programmes in Slovenia. International Journal of Inclusive Education, 22(7), 699-713. https://doi.org/10.1080/13603116.2017.1402376

Lesar, I., & Žveglič, M. (2018). Beliefs of university staff teaching in pedagogical study programmes on concept(s) of inclusiveness: The case of Slovenia. International Journal of Inclusive Education, 24(7), 739-753. https://doi.org/10.1080/13603116.2018.1488186

Martínez-Usarralde, M. (2021). Comparative educational inclusion in UNESCO and OECD from social cartography. Educación XX1, 24(1), 93-115. http://doi.org/10.5944/educXX1.26444

Messiou, K. (2017). Research in the field of inclusive education: Time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184

Messiou, K., Bui, L., Ainscow, M., Gasteiger-Klicpera, B., Bešić, E., Paleczek, L., Hedegaard-Sørensen, L., Ulvseth, H., Vitorino, T., Santos, J., Simon, C., Sandoval, M., & Echeita, G. (2020). Student diversity and student voice conceptualisations in five European countries: Implications for including all students in schools. European Educational Research Journal, 21(2), 355-376. https://doi.org/10.1177/1474904120953241

Monteiro, A., Torres, A. C., & Clavero, S. B. (2024). Digital technologies and school gardens: Possibilities for transformative pedagogies and sustainable development. Issues in Educational Research, 34(1), 123-144. http://www.iier.org.au/iier34/monteiro.pdf

Opertti, R., Walker, Z., & Zhang, Y. (2014). Inclusive education: From targeting groups and schools to achieving quality education as the core of EFA. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., Vol. 1, pp. 149-169). Sage.

Pappas, M. A., Papoutsi, C., & Drigas, A. S. (2018). Policies, practices, and attitudes toward inclusive education: The case of Greece. Social Sciences, 7(6), Article 90. https://doi.org/10.3390/socsci7060090

Patton, M. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). Sage.

Rodrigues, D. (2001). Educação e diferença: Valores e práticas para uma educação inclusiva [Education and difference: Values and practices for an inclusive education]. Porto Editora.

Stoer, S., & Magalhães, A. (2005). A diferença somos nós: A gestão da mudança social e as políticas educativas e sociais [We are the difference: Managing social change and educational and social policies]. Edições Afrontamento.

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda

UNESCO. (2020). Global education monitoring report, 2020: Inclusion and education: all means all. https://unesdoc.unesco.org/ark:/48223/pf0000373718

UNESCO Institute for Statistics. (2022). Dashboards on the global monitoring of school closures caused by the COVID-19 pandemic. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/

UNESCO, & Ministry of Education and Science, Spain. (1994). The Salamanca statement and framework for action on special needs education. https://unesdoc.unesco.org/ark:/48223/pf0000098427