Content area
This article proposes a comparative analysis of Decree-Laws No. 3/2008 and No. 54/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO’s monitoring reports (GEM Reports), this research assesses the structural and conceptual changes underlying Portuguese education policy. The research follows a qualitative approach, of an exploratory and interpretative nature, using comparative document analysis as the central method. The results reveal a transition from a model focused on categorizing students with special educational needs (SEN) to an approach focused on universally meeting the needs of all students. The Discussion and Conclusions and Recommendations highlight the need to strengthen teacher training, pedagogical leadership, and monitoring based on disaggregated data, as recommended by UNESCO.
Details
Educational Quality;
Educational Practices;
Institutional Role;
Teacher Collaboration;
Equal Education;
Individualized Programs;
Academic Accommodations (Disabilities);
Individualized Instruction;
Instructional Leadership;
Leadership Role;
Educational Change;
Inclusion;
Individualized Education Programs;
Access to Education;
Educational Assessment;
Global Education;
Comparative Education;
Comparative Analysis;
Educational Environment;
Lifelong Learning;
Educational Trends;
Educational Needs;
Educational Equity (Finance);
Educational Principles
; Pereira, Antonino 2
; Gouveia, Luís Borges 3
; Rodrigues João Bartolomeu 4 ; Levi, Leonido 5
1 Center for Studies in Education and Innovation (CI&DEI), Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal, Polytechnic Institute of Bragança, 5300-253 Bragança, Portugal
2 School of Education, Center for Studies in Education and Innovation, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal; [email protected]
3 Faculty of Science and Technology, University of Fernando Pessoa, Praça 9 de Abril, 349, Ramalde, 4249-004 Porto, Portugal; [email protected]
4 School of Human and Social Sciences, University of Trás-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal; [email protected] (J.B.R.); [email protected] (L.L.), Communication and Society Research Centre (CECS), University of Minho, 4710-057 Braga, Portugal
5 School of Human and Social Sciences, University of Trás-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal; [email protected] (J.B.R.); [email protected] (L.L.), Center for Research in Arts Sciences and Technologies, Portuguese Catholic University, 4169-005 Porto, Portugal