Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2022-12-01 DOI:10.2478/jped-2022-0008

Marco Ferreira, José Reis-Jorge

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Abstract

Abstract Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.

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葡萄牙全纳教育法律框架的实施(第54/2018号法令)——中小学教师的定性评估

成功的全纳教育需要学校的转型和教育体系的变革。在葡萄牙，2018年通过的新立法(第54/2018号法令)为所有教育机构提供了全纳教育的新视角。三年后，实施立法的教师对立法进行评估是至关重要的。以43名中小学教师和2名提供全纳教育支持的多学科团队协调员为研究对象。数据收集工具为问卷调查和访谈。本研究重视参与者的叙述，强调在葡萄牙实施新的全纳教育法律框架所需的新概念和态度。专题分析的结果围绕四个关键主题组织:1。理论表征;2. 实践;3.挑战;和4。培训。同样值得注意的是协作工作的概念、反思教师的需要和学习社区的发展，以支持新立法的实施。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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