Developing inclusive education in Portugal: Evidence and challenges

被引：21

作者：

Alves I. ^{[1
]}

Campos Pinto P. ^{[2
]}

Pinto T.J. ^{[2
]}

机构：

[1] University of Glasgow, 11 Eldon St, Glasgow

[2] School for Social and Political Sciences/University of Lisbon (ISCSP/ULisboa), Lisbon

来源：

PROSPECTS | 2020年 / 49卷 / 3-4期

关键词：

Educational policy; Inclusive education; Portugal;

D O I：

10.1007/s11125-020-09504-y

中图分类号：

学科分类号：

摘要：

This article assesses evidence of and challenges to the development of inclusive education in Portugal, which is built on three pillars: access to, participation in, and achievement in education for all children and young people. It presents an overview of the present policy framework, followed by an analysis of available statistical data on Portuguese students with disabilities in mainstream schools. The article also discusses significant achievements at the policy and practice levels, namely the attempt to align curriculum and pedagogy and the presence of almost 100% of students with disabilities in mainstream schools. It also considers challenges, such as the issue of monitoring achievement (both at the student and system level) and investments in the system and in teacher education. © 2020, The Author(s).

引用

页码：281 / 296

页数：15

共 61 条

[1]

Ainscow M., Developing inclusive education systems: What are the levers for change?, Journal of Educational Change, 6, pp. 109-124, (2005)

[2]

Portugal’s New School Inclusion Law: A Small Country Taking Big Steps in the Spirit of “All Means All, (2018)

[3]

Allan J., Inclusion for all?, Scottish education: Beyond devolution, pp. 701-710, (2008)

[4]

Alves I., Responding to Diversity, Constructing Difference: a Comparative Case-Study of Individual Planning in Schools in England and Portugal, (2015)

[5]

Alves I.F., The transnational phenomenon of individual planning in response to pupil diversity: A paradox in educational reform, Critical analyses of educational reform in an era of transnational governance, (2017)

[6]

Alves I., International inspiration and national aspirations: Inclusive education in Portugal, International Journal of Inclusive Education, 23, 7-8, pp. 862-875, (2019)

[7]

Alves I., Enacting education policy reform in Portugal—The process of change and the role of teacher education for inclusion, European Journal of Teacher Education, 43, 1, pp. 64-82, (2020)

[8]

Anastasiou D., Felder M., Correia L.M., Shemanov A., Zweers I., Ahrbeck B., The impact of article 24 of the CRPD on special and inclusive education in Germany, Portugal, the Russian Federation, and the Netherlands, On educational inclusion: Meanings, history, issues and international perspectives, (2020)

[9]

Relatório da Audição 14.03, Relatório Da Audição—Grupo De Trabalho De Educação Especial [Republic Assembly, Report of Public audition—Working Group on Special Education], (2019)

[10]

Ball S., Maguire M., Braun A., How schools do policy: Policy enactments in secondary schools, (2012)

← 1 2 3 4 5 6 7 →