Developing inclusive education in Portugal: Evidence and challenges

被引：4

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

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