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Review of Inclusive Education in Portugal

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The Review of Inclusive Education in Portugal provides, from an international perspective, an independent analysis of major issues regarding diversity, equity and inclusion in education in Portugal, current policy initiatives, and possible future approaches. The report serves three purposes: i) to provide insights and advice to Portuguese education authorities; ii) to help other countries understand the Portuguese approach to inclusive education; and iii) to provide input for comparative analyses of the OECD Strength through Diversity project. The scope for the analysis in this report covers primary (including 1st and 2nd cycle of basic education) and secondary education (including 3rd cycle of basic education and upper secondary). The analysis in the report focuses on the following areas: i) governance and financing of inclusive education; ii) capacity building; iii) school-level interventions and iv) monitoring and evaluation. This report will be of interest in Portugal and other countries looking to improve the equity and inclusion in their education systems.

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Governing and financing inclusive education

This chapter is about the governance and resourcing of inclusive education in Portugal. It analyses the country’s educational goals for diversity, equity and inclusion; the curriculum; the regulatory framework; the responsibilities and administration and the resourcing of inclusive education. Portugal started focusing on inclusion in education in the 1970s. It has developed one of the most comprehensive legal frameworks for inclusive education. The country has made significant efforts to respond to the needs of all students and grant more flexibility and autonomy to local actors. Many programmes and resources are now available to support equity and inclusion. However, challenges remain regarding the management of these resources and the administration of inclusive education. Also, the system is still mainly orientated towards the inclusion of students with special education needs. The chapter provides recommendations to overcome these challenges and strengthen the governance and resourcing of inclusive education.

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