Okładka

Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3/2008 and No. 54/2018 in Portugal Based on UNESCO Reports

Zapisane w:
Wydane w:Education Sciences vol. 15, no. 12 (2025), p. 1612-1626
1. autor: Morgado, Elsa Gabriel
Kolejni autorzy: Pereira, Antonino, Gouveia, Luís Borges, Rodrigues João Bartolomeu, Levi, Leonido
Wydane:
MDPI AG
Hasła przedmiotowe:
United Nations Educational Scientific & Cultural Organization
Portugal
Teaching
Pedagogy
Students
Collaboration
Instructional design
Inclusive education
Disability
Teachers
Inclusion
Schools
Sustainable development
Planning
Special education
Law
Learning
Comparative analysis
Guidelines
Educational Quality
Educational Practices
Institutional Role
Teacher Collaboration
Equal Education
Individualized Programs
Academic Accommodations (Disabilities)
Individualized Instruction
Instructional Leadership
Leadership Role
Educational Change
Individualized Education Programs
Access to Education
Educational Assessment
Global Education
Comparative Education
Educational Environment
Lifelong Learning
Educational Trends
Educational Needs
Educational Equity (Finance)
Educational Principles
Dostęp online:Citation/Abstract
Full Text
Full Text - PDF
Etykiety: Dodaj etykietę
Nie ma etykietki, Dołącz pierwszą etykiete!
Streszczenie: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.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15121612
Źródło:Education Database