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

-д хадгалсан:

Номзүйн дэлгэрэнгүй
-д хэвлэсэн:	Education Sciences vol. 15, no. 12 (2025), p. 1612-1626
Үндсэн зохиолч:	Morgado, Elsa Gabriel
Бусад зохиолчид:	Pereira, Antonino, Gouveia, Luís Borges, Rodrigues João Bartolomeu, Levi, Leonido
Хэвлэсэн:	MDPI AG
Нөхцлүүд:	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
Онлайн хандалт:	Citation/Abstract Full Text Full Text - PDF
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Тодорхойлолт
Хураангуй:	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
Эх сурвалж:	Education Database