O Decreto-Lei N.º 54/2018: Um Desafio Para a Inclusão

Bonança, Rita Margarida; Castanho, Maria da Graça; Morgado, Elsa Maria Gabriel

doi:10.14571/brajets.v15.nse1.135-143

Cited by 4 publications

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“…54/2018 and DL no. 3/2008 [38]. Based on the findings of this research, it is evident that there is a need for a transition period between Decree-Law no.…”

Section: Discussionmentioning

confidence: 75%

“…Additionally, the results suggest that educators lack proper information and clarity regarding the principles outlined in this Decree-Law, as well as the multilevel model. Corroborating with the data, Bonança et al [38] argue that it is of utmost urgency to empower the entire educational community on the principles and terminology of the diploma, raising the quality of educational practices, supported by the universal design for learning (UDL). Regarding the multilevel model, Colôa argues that in "the legislation now under consideration, the multilevel model presents itself as a hybrid conceptualized from a perspective of organizing educational measures that are configured as circumscribed and prescriptive responses to the expected diversity of students that make up 21st-century schools" [39] (p. 34), implying that educators and teachers are not properly informed about the multilevel model that defines MSAIs, as confirmed by the data from our study.…”

Section: Discussionmentioning

confidence: 99%

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Decree-Law 54/2018: Perspectives of Early Childhood Educators on Inclusion in Preschool Education in Portugal

Bonança,

Bulhões,

Leonido

et al. 2023

Education Sciences

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In this study, we analyze the perspectives of early childhood educators working in various teaching sectors on inclusion in preschool education, following the publication of Decree-Law no. 54/2018, as of 6 July, at a time when learning and inclusion support measures are being extended to all children and the SARS-CoV-19 (COVID-19) pandemic prevails in Portugal and worldwide. Based on a mixed methodological approach and the application of a questionnaire survey of 250 early childhood educators, we reflect on the implementation of the legal framework, involvement of the multidisciplinary learning and inclusion support team (EMAEI), teacher training, pedagogical/collaborative work, and mobilized support for preschool education children. The results obtained indicate quality and effectiveness in the pedagogical plan, and collaborative work between teachers and specialist technicians, although higher education in the field of inclusive education does not seem to provide professionals with the necessary and in-depth knowledge on the subject. They also indicate that, alongside dissatisfaction with the insufficient support provided to preschool education children, the relevant diploma is not fully applied, with doubts still remaining about its application.

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“…54/2018 and DL no. 3/2008 [38]. Based on the findings of this research, it is evident that there is a need for a transition period between Decree-Law no.…”

Section: Discussionmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Decree-Law 54/2018: Perspectives of Early Childhood Educators on Inclusion in Preschool Education in Portugal

Bonança,

Bulhões,

Leonido

et al. 2023

Education Sciences

Self Cite

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“…The implementation of this new legal framework has "generated several readings and different forms of implementation, causing heterogeneity of processes and calling into question the application of the diploma, as well as the principles of equity and inclusion described therein" [24] (p. 139). It is at this stage that school leaders must act.…”

Section: The Political and Legal Context Of Inclusive Education In Po...mentioning

confidence: 99%

Headteachers and Inclusion: Setting the Tone for an Inclusive School

2023

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Inclusion is an unavoidable dimension of education and the school’s mission. Educational organisations must therefore seek approaches and practices that materialise in the effective management of diversity, equity and inclusion, since these are conditions for the involvement of the whole community to achieve the goals of education for all. This study sought to answer (i) How do school leaders conceptualize equity and inclusion? (ii) What guidance and administrative procedures do headteachers use to facilitate inclusion? (iii) What characterises their practices concerning leadership for equity and inclusion? The empirical focus of the research was a set of school principals of Portuguese public schools, where a qualitative methodology was used, namely the interview survey technique. The sample gathered 11 interviewees. The results show that, although from an ideological point of view, headteachers have a broad conception of inclusive education, from an operational point of view, the evidence shows the implementation of normative practices. The data point to a reproduction of Portuguese policies and their priorities, showing a leadership engaged in targets, outcomes and performance indicators. The conclusions of the article point to the need to explore new possibilities for understanding inclusion and leadership, and these understandings may impact the school’s transformation toward successful inclusion.

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“…No cerne destas mudanças, a Declaração Universal dos Direitos Humanos (ONU, 1948), a Declaração dos Direitos da Criança (ONU, 1959) e a Declaração de Salamanca (Unesco, 1994) são retratadas como marcos históricos na promoção da inclusão (Bonança, Castanho & Morgado, 2022).…”

Section: Introductionunclassified

Universal Design for Learning: Planning Teaching-Learning-Assessment for a More Inclusive School

Bonança,

Madureira,

Lima

2023

Br. J. Ed., Tech. Soc.

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A educação inclusiva tem como principal propósito garantir a igualdade de oportunidades, de todo e qualquer aluno, em qualquer momento do seu percurso escolar. Desde 2018, Portugal tem vindo a ser um país pioneiro pelas mudanças introduzidas, a nível legal, no que se refere à inclusão, traçando um novo rumo com novas práticas e metodologias pedagógicas diferenciadas, por forma a ultrapassar as barreiras à aprendizagem no acesso ao currículo de cada um dos alunos. O presente artigo tem como objetivo articular os pressupostos do Desenho Universal para Aprendizagem (DUA) e os princípios de uma avaliação pedagógica em contexto de sala de aula. Apresenta-se, deste modo, um contributo que enfatiza a teoria e a prática para ultrapassar as dificuldades que ainda possam persistir na conceptualização do DUA e, consequentemente, na sua operacionalização. Para tanto, propõem-se diferentes referenciais e planificações, enquanto possibilidades, de modo a elevar a qualidade das estratégias de ensino aprendizagem avaliação, assentes no princípio da equidade da inclusão.

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O Decreto-Lei N.º 54/2018: Um Desafio Para a Inclusão

Cited by 4 publications

References 0 publications

Decree-Law 54/2018: Perspectives of Early Childhood Educators on Inclusion in Preschool Education in Portugal

Decree-Law 54/2018: Perspectives of Early Childhood Educators on Inclusion in Preschool Education in Portugal

Headteachers and Inclusion: Setting the Tone for an Inclusive School

Universal Design for Learning: Planning Teaching-Learning-Assessment for a More Inclusive School

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