Alves Ines, Campos Pinto Paula, Pinto Teresa Janela
University of Glasgow, 11 Eldon St, Glasgow, G3 6NH United Kingdom.
School for Social and Political Sciences/University of Lisbon (ISCSP/ULisboa), Lisbon, Portugal.
Prospects (Paris). 2020;49(3-4):281-296. doi: 10.1007/s11125-020-09504-y. Epub 2020 Oct 19.
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.
本文评估了葡萄牙全纳教育发展的证据和面临的挑战，全纳教育基于三个支柱：所有儿童和年轻人接受教育、参与教育以及在教育中取得成就。文章首先概述了当前的政策框架，接着分析了主流学校中葡萄牙残疾学生的现有统计数据。本文还讨论了政策和实践层面的重大成就，即课程与教学法的协调一致以及主流学校中近100%的残疾学生就读。文章也考虑了一些挑战，比如（学生和系统层面的）成绩监测问题以及对教育系统和教师教育的投入。
