Diversity, Inclusion, and Education: Challenges in Perspective

Carvalho, Marisa; Azevedo, Helena; Vale, Carlos; Fonseca, Helena

doi:10.21125/edulearn.2019.2003

Cited by 5 publications

(12 citation statements)

References 5 publications

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“…These specific contextual changes are expected to impact perspectives and practices. It is interesting to note that Resources was one of the dimensions highlighted in participants' answers, following previous studies (Carvalho et al, 2019). Nonetheless, it is relevant to explore what it means considering quantity and resources allocation but also resources quality (Loreman, 2014;Goldan and Schwab, 2018).…”

Section: Discussionmentioning

confidence: 72%

“…Analyzing challenges of inclusive education, Carvalho et al (2019) have identified specific strengths and weaknesses of Portuguese schools as perceived by their teachers. Portuguese teachers reported the acceptance and respect to the differences, the provision of support for students, and the teachers and students cooperation as the most valuable strengths of Portuguese schools.…”

Section: Introductionmentioning

confidence: 99%

“…Alves, 2019;Ainscow, 2020). However, some challenges exist, and monitoring schools progress is necessary to put the law in action (Carvalho et al, 2019). Attempts to provide Portuguese educational systems with specific tools to guide schools on improvement are valuable efforts.…”

Section: Introductionmentioning

confidence: 99%

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Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire

et al. 2022

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The debate about inclusive education has gained considerable attention in policy, research, and practice in the last decades. Therefore, there is also a growing interest in assessing how inclusive education occurs in schools. Self-assessment and self-reflection tools are strategic to examine schools’ inclusion and guide needed changes. This study attempts to provide Portuguese schools with self-assessment tools for improvement. Themis Inclusion Tool was translated and adapted into a Portuguese version named Resources and Practices for Inclusive Education and evaluated the instrument’s psychometric structure. A web survey was completed online by 924 participants. An EFA suggested two different factors: Inclusive Resources, human, technical and technological resources used to promote learning and; Inclusive Practices, beliefs and behaviors that can be implemented to promote learning. These two factors were supported by confirmatory analysis. Overall, the Resources and Practices for Inclusive Education presented a robust factorial structure and good psychometric properties, appearing to be a valid and reliable measure for assessing inclusive education in Portuguese schools.

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Section: Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

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Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire

et al. 2022

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“…Resources are widely identified by teachers as a relevant variable for inclusive education. Following Decree-Law 54/2018, an analysis of challenges to inclusive education in Portugal identified the lack of human resources (teachers and other professionals) and insufficient professional development opportunities related to inclusion as barriers to inclusive classroom practices [40]. In addition, Alves et al [34] highlighted that resources, such as specialized human resources, were perceived by teachers as being essential for the implementation of the recent legal framework.…”

Section: The Portuguese Contextmentioning

confidence: 99%

From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal

Cruz,

Azevedo,

Carvalho

et al. 2023

EJIHPE

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Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristics, including gender, level of teaching, years of experience, roles performed at school, and perception of inclusive resources. The participants were 924 teachers who worked in private and public schools in Portugal. Regression analysis showed that perceived inclusive resources, level of teaching, and gender predicted variance in inclusive practices. Mean difference analyses revealed that teachers at the lower levels of teaching, females, and teachers reporting more inclusive resources had the highest scores for inclusive practices. These findings are discussed in terms of their practical relevance for inclusive school systems.

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“…Some countries have recently published laws about including all students in mainstream schools. For instance, in Portugal, a law devoted to inclusive education was published in 2018, introducing a wide range of changes in the Portuguese educational system (Alves, 2019; Carvalho et al., 2019). With a holistic and broad framework, inclusive education in Portugal is presented as a value/principle, a right and a condition for more inclusive communities and society (to use here the conceptual framework of Göransson & Nilholm, 2014).…”

Section: Introductionmentioning

confidence: 99%

Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers

Carvalho,

Simó‐Pinatella,

Azevedo

et al. 2024

Research in Spec Educ Needs

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This study examines Portuguese teachers' attitudes towards inclusive education and how teachers' self‐efficacy towards inclusion and other sociodemographic and professional variables relate and predict teachers' attitudes. In total, 539 Portuguese teachers participated. Sentiments, Attitudes and Concerns about Inclusive Education scale, Teacher Efficacy for Inclusive Practices scale and a sociodemographic questionnaire were used to collect data. The results indicate that teachers' attitudes towards inclusion were generally positive. However, teachers‐related variables (e.g., teachers' self‐efficacy, teaching experience, previous training, and knowledge about educational laws and policies) influence teachers' attitudes in a complex and dynamic way. Implications for policies, practices and research are presented.

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Diversity, Inclusion, and Education: Challenges in Perspective

Cited by 5 publications

References 5 publications

Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire

Measuring Inclusive Education in Portuguese Schools: Adaptation and Validation of a Questionnaire

From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal

Inclusive education in Portugal: Exploring sentiments, concerns and attitudes of teachers

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