Ana Lúcia Sequeiros and Celeste Silva, through their participation in the podcasts conducted by PREVIFORM, Lda, as part of the LEARNITECT project – Meeting of innovative learning design and inclusive learning spaces, propose a reflection on Inclusive Education in schools, thus, this article aims to present some considerations about this reality. 

In recent decades, inclusive education has been a focal point in conversations about Portugal’s educational system. Inclusion is not just a fad, it’s a pressing requirement to guarantee that every child and adolescent, regardless of their traits, can obtain a high-quality education on fair terms. Portugal has shown considerable advancements in inclusive education, particularly following the ratification of the UN Convention on the Rights of Persons with Disabilities in 2009. This international commitment was reflected in national legislation, notably Decree-Law No. 54/2018, establishing school inclusion principles and norms that aim to ensure equal opportunities and the elimination of barriers to access, participation, and learning. Inclusive education in Portugal is guided by fundamental principles such as equality, diversity, and personalization, each student is seen as unique, in their abilities and needs. The goal is simple, the schools should be spaces where everyone can learn and develop, respecting their differences. 

Despite legal advances, the implementation of inclusive education faces significant challenges. The lack of adequate resources, such as specialized support and continuous teacher training, is a frequent obstacle. Additionally, school infrastructures are not always adapted to accommodate students with special needs, limiting full inclusion. Another challenge is the need for a change in mindsets, inclusion is not just a result of policies and guidelines, but also a product of a school environment that embraces diversity and encourages mutual respect. It is essential for inclusive policies to succeed that awareness is raised among all members of the school community, such as students, parents, and education professionals. 

Regardless of the challenges, there are multiple efforts and positive methods that warrant acknowledgment. Many schools have developed innovative projects that promote inclusion through the use of new technologies, differentiated pedagogical methodologies, and partnerships with specialized institutions. Continuous teacher training is another essential aspect with the existence of training initiatives in inclusive education to provide educators with resources and techniques that allows them to turn their classroom into an inclusive space.

Despite making significant progress, inclusive education in Portugal still faces persistent challenges, indicating that a truly inclusive educational system will only be achieved through an ongoing commitment from all educational stakeholders and society at large. Only in this way will it be possible to guarantee equal learning opportunities and full development for all students, regardless of their characteristics, through collaborative efforts.

References

  • Decree-Law No. 54/2018 of the Presidency of the Council of Ministers. (2018). Diário da República n.º 129, Series I of 06-07-018. https://diariodarepublica.pt/dr/detalhe/decreto-lei/54-2018-115652961
  • REIS, Catarina. (2019, July 19). Is school inclusion a reality in Portugal? E-konomista. https://www.e-konomista.pt/inclusao-escolar/
  • ELBS. (2021, December 20). The principles of inclusive education. ELBS School. https://escolaelbs.pt/principios-educacao-inclusiva/
  • Ministério Público. Declaration of the rights of disabled people. https://gddc.ministeriopublico.pt/sites/default/files/decl-dtosdeficientes.pdf
  • Sequeiros, A. L., & Silva, C. (2024, March 27). Reflections on inclusive education [Audio podcast]. In PREVIFORM Podcasts. PREVIFORM, Lda. https://www.previform.pt/l/podcast-educacao-inclusiva-inclusive-education/

Project reference: The LEARNITECT – Meeting of innovative learning design and Inclusive learning spaces is co-funded by the European Commission under the Erasmus+ programme. Grant agreement number: 2023-1-HU01-KA210-SCH-000152699.

With the main partner of the project, the Hungarian Association for Hungarian Digital Education, and with partners Learnitect Design Ltd (Hungary),  Previform Lda (Portugal) IAL Toscana carries out the project activities, financed by Erasmus Plus programme.