<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>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.</p>
</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.

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

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law...

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

Data publikacji: 14 sty 2023

Zakres stron: 55 - 76

DOI: https://doi.org/10.2478/jped-2022-0008

Słowa kluczowe
inclusive education, Teaching and learning, Teacher training, Qualitative research

© 2022 Marco Ferreira et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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

Data publikacji: 14 sty 2023

Zakres stron: 55 - 76

DOI: https://doi.org/10.2478/jped-2022-0008

Słowa kluczoweinclusive education, Teaching and learning, Teacher training, Qualitative research

© 2022 Marco Ferreira et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
inclusive education, Teaching and learning, Teacher training, Qualitative research