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Jornadas Pedagógicas - 13 e 14 de julho de 2022

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Jornadas Pedagógicas - 13 e 14 de julho de 2022

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Vídeo aqui: https://youtu.be/Xos9zBlRaX8

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Erasmus KA1 - Designing Inclusive Learning Environments- Apresentação - FLORENÇA

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1. Process;
2. Presence, participation and achievement of all students;
3. Identification and removal of barriers and provide resources to support learning and participation for all students;
4. Emphasis on those groups of learners who may be at risk of marginalization, exclusion or underachievement.

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Desenho Universal da Aprendizagem

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Links úteis

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3. Múltiplos Meios de Ação e Expressão

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2. Múltiplos Meios deRepresentação

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1. Múltiplos Meios de Envolvimento

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Notícia no site do Agrupamento

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ERASMUS+KA1 - Após a mobilidade a Florença...

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ERASMUS+KA1 - Após a mobilidade a Florença...

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Inclusion for whom?

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How to Differentiate Instruction in Mixed-Ability Classrooms

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How to Differentiate Instruction in Mixed-Ability Classrooms

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Florença

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Publishing platform for digital magazines, interactive publications and online catalogs. Convert documents to beautiful publications and share them worldwide. Title: Erasmus+ Ka1 Mobilidade A Florença, Author: Ana Paula Rodrigues, Length: 27 pages, Published: 2019-12-18

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Florença

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Make any video your lesson

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Create webquests

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Traveling Around Italy!!! Ciao! Arrivederci! Buona Sera! Students: You will go to an adventure trip to the Italy. You will acquire information about the government, culture, life style, history and geography.

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Mindmeister/Freemind

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Xmind

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Introducing Xmind (2023), explore the latest version now! Download

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Think with Structures

Visual mind mapping with Xmind becomes more powerful with well-designed structures.
Explore all structures

Fishbone

Org Chart

Timeline

Treetable

Combine Multiple Structures

Break complexity with clarity

A smart combination of multiple structures on the same branch makes your mind map more cohesive and balanced especially for complex issues or large projects.

This is unique, and only in Xmind.

Outliner

Outline your thoughts hierarchically

Outliner is a dedicated view to display your thoughts in hierarchically-order. It is also a quicker way to jot down notes.
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Deep Dive into Your Flow

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Xmind - Full-featured mind mapping and brainstorming tool.

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Xmind is the most professional and popular mind mapping tool. Millions of people use Xmind to clarify thinking, manage complex information, brainstorming, get work organized, remote and work from home WFH.

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MindMup2

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Mindmup - Mind Map in the cloud. Zero-friction, free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export.

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Project-Based Learning: Success Start to Finish

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Project-Based Learning: Success Start to Finish

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Module One: Think-Pair-Share: How to use it to increase student participation?

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Module One: Think-Pair-Share: How to use it to increase student participation?

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This video demonstrates the "Think Pair Share" technique, a collaborative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. Using this strategy: * Helps students to think individually about a topic, or the answer to a question.

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Jigsaw

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UK Inclusion - Secondary ethos and whole school development - SED 03

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UK Inclusion -  Secondary ethos and whole school development - SED 03

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Station Rotation: Differentiating Instruction to Reach All Students

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Station Rotation: Differentiating Instruction to Reach All Students

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Modifications vs Accommodations: Difference and Examples

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Modifications vs Accommodations: Difference and Examples

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The Flipped Class: Rethinking Space & Time

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The Flipped Class: Rethinking Space & Time

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Using Differentiated Instruction to Support All Learners

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Using Differentiated Instruction to Support All Learners

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UDL (Alberta)

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UDL at a glance

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Flexible Classrooms: Providing the Learning Environment That Kids Need

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Flexible Classrooms: Providing the Learning Environment That Kids Need

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Making Sense of Universal Design for Learning

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Esta página, da responsabilidade da Rede de Bibliotecas Escolares, reúne um conjunto de aplicações para dispositivos móveis com potencialidade pedagógica, organizadas por categorias. Escolha a categoria pretendida no menu do lado direito e, para descarregar a app, abra o link correspondente ao seu SO (iOS ou Android).

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Short Film about Playground Inclusion

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CGI 3D Animated Short: "Ian" - by Mundoloco CGI Ian Foundation | TheCGBros

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Collaboration within school communities in order to establish a framework of inclusive values and practices;
Models of coteaching involving educators;
Course evaluation and certificates.

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Designing differentiated lessons and activities;
Assessment for learning/ authenticalternative assessment;
Using ICT tools to support all learners in inclusive settings tools.

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What barriers?
What resources?
What is the next step?
What can we improve?

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6 ingredientes for moving practice forward:
. existing practices;
. diferences are opportunities;
. scrutinizing barriers;
. available resources;
. language of practice;
. encouraging risk-taking.
Ainscow, 2000

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AE Atouguia da Baleia;
AE Alfredo da Silva;

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"Inclusion is a single tree from many roots."

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"Inclusion is a single tree from many roots."

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(Pair work)

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Relationship between individual factors and social factors

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A dynamic approach of responding positively to pupil diversity and of seeing individual diferences not as aproblems, but as opportunities to enrich learning." UNESCO

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"There is nothing more unequal than the equal treatment of unique people" Aristoteles

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Improve
Change
Adapt

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Video - Why does an inclusive classroom matter?

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Video - Why does an inclusive classroom matter?

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Access to curricula/ Adaptations, accommodations and modifications ;
Effective teaching for All/ Designing differentiated lessons and activities ;
Designing differentiated lessons and activities .

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(Pair and group work)
"Individual diferences are not problems, but opportunities for enriching learning." UNESCO, 2005l

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Nationality
Ethnicity
Language
Religion
Age
Gender
Socioeconomic Status
Sexual Orientation
Gender Identity
Disability Status

Note: Sometimes we want to include someone but that person doesn't want to be included.

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What comes to your mind when listening the term "diversity"?

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What comes to your mind when listening the term "diversity"?

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challenge
chance/opportinity
respect
sharing
inclusion
sterotypes
learning
tolerance
democracy
prejudice
all students
different backgrounds

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Portugal, Germany, Finland, Romania

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Uudenkaupungin yhtenäiskoulu on Uudenkaupungin kaupunkialueen keskuskoulu. Koulussa on oppilaita 695 vuosiluokilla 1.-9.

Uudenkaupungin yhtenäiskoulu muodostuu kahdesta vierekkäin sijaitsevasta kiinteistöstä Pohitullin koulu ( 1.-6.-luokat ) ja Viikaisten koulu ( 7.-9.-luokat ). Viikaisten koulukiinteistössä sijaitsee myös Uudenkaupungin lukio sekä Vakka- Suomen Kansalaisopisto.

Koulukeskus sijaitsee keskeisellä paikalla kaupunkia ja sitä ympäröivät monipuoliset liikuntamahdollisuudet palloiluhalli, uimahalli, jäähalli, hiekkatekonurmi, frisbeegolf-rata ja hiihtoputki. Myös kaupungin muut keskeiset toiminnot kuten kirjasto, museot, kirkot jne. ovat kävelymatkan päässä.

Koulun oppimisilmapiiri on turvallinen, kannustava ja avoin.

Erityispiirteinä koulun toiminnassa ovat musiikkiluokat 1.-9. sekä erityisopetuksen joustavat järjestelyt tupamallitoiminnan mukaisesti.

Uudenkaupungin yhtenäiskoulussa oppimisen ja koulunkäynnin tuki oppivelvollisuuden alkaessa on mahdollista aloittaa joustavan alkuopetuksen ryhmässä. Oppilas voi tarvittaessa edetä omaa tahtiaan yhteisöllisyyden ja vertaisoppimisen tukemana.

Yläluokkien opiskelu on mahdollista joustavan perusopetuksen JOPO 7-9- luokalla. Opiskelu on käytännönläheistä ja työpainotteista oppimista yleisopetuksen pienryhmässä. Oppiminen tapahtuu tavallisen luokkahuoneen lisäksi mm. työpaikoilla, leireillä ja erilaisilla tutustumiskäynneillä. Luokalle haku on keväisin.

Koulun toimintaa kuvaava lause: Rennosti ja vastuullisesti.

Perusopetuksen 1. - 9. luokat.

Oppilaita lukuvuonna 2019-2020: 695

Erityispiirteet:

musiikkiluokat,

joustava perusopetus (JOPO 7-9)

joustavat opetusjärjestelyt

yhteisopettajuus

erityisopetuksen tupamalli.

Perusopetusryhmiä: 40

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Uudenkaupungin yhtenäiskoulu on Uudenkaupungin kaupunkialueen keskuskoulu. Koulussa on oppilaita 695 vuosiluokilla 1.-9. Uudenkaupungin yhtenäiskoulu muodostuu kahdesta vierekkäin sijaitsevasta kiinteistöstä Pohitullin koulu ( 1.-6.-luokat ) ja Viikaisten koulu ( 7.-9.-luokat ). Viikaisten koulukiinteistössä sijaitsee myös Uudenkaupungin lukio sekä Vakka- Suomen Kansalaisopisto.

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Special Education Needs Provision within Mainstream Education

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Definition of the target group(s)

The term used in the Romanian legislation and practice with reference to children needing special care is handicap.

On the second place, as frequency and area of use, is the term deficiency.

Both terms are defined within the legal framework and circulate in all relevant areas: child protection, education and health.

The concept child with special (educational) needs is used without a cert legal definition and refers to more limited areas, depending on the case - child protection or education. Recent legislative acts have started to use the concept disability. The new concept is meant to cover for both concepts handicap and deficiency.

Specific support measures

Children with special educational needs constitute one of the target-groups of the strategic priority Ensuring access to and improving quality of education for everyone.

A number of measures were taken in order to support the integration process - including training, teaching aids, and specific legislation. However, following various assessments and studies performed by the Ministry of National Education and other bodies, it is considered that the integration support measures need to be further developed and to address, among other issues, the following: training of the human resources in order to better prepare mainstream schools to integrates pupils with special educational needs.

Training and, in a more general meaning, preparation should be provided for:

According to the provisions of the Education Law, school integration of the children with special educational needs is accomplished through the following forms of education:

A number of measures were taken in order to support the integration process:

To date, in most of the counties exist at least 2 mainstream schools enrolling pupils with special educational needs. Nevertheless, further actions are needed in order to ensure the development of an inclusive educational environment - focusing both on human resources and infrastructure.

Partially or fully integrated special education ensures both the social and school integration of the children with special educational needs, and the development of an inclusive educational environment in mainstream schools. More specifically, the integration process aims to:

Accomplishment of the optimal conditions for the intellectual, physical, behavioral, and attitudinal development of the children with special educational needs in the community through:

specialised psycho-pedagogical assistance in school

specialised assistance in the family

social specialised services provided to the child and the family from the part of the legal authorities.

The general objectives of partially or fully integrated special education are as follows:

The specific teaching objectives depend on the education level and are adapted from the ones established for mainstream education to the actual potential of the children.

The co-operation between special educational institutions and mainstream education institutions became a way for ensuring equal opportunities to disabled children. Subsequently, integrated special educational structures have been established in the form of special classes and integration programmes.

Children with special needs are gradually integrated into mainstream schools, with the assistance of psycho-pedagogic specialists.

Children temporarily attend special classes until they are integrated into a mainstream school. They may also alternatively attend both special and mainstream classes.

Integration programmes are organised in order to support individual integration for 8-12 children into various classes in mainstream schools (for 2 or 3 units located in the same area).

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Special Education Needs Provision within Mainstream Education - Eurydice - European Commission

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The term used in the Romanian legislation and practice with reference to children needing special care is handicap. On the second place, as frequency and area of use, is the term deficiency. Both terms are defined within the legal framework and circulate in all relevant areas: child protection, education and health.

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Special Education Needs Provision within Mainstream Education

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The data from the Seventh National Education Report "Education in Germany 2018" ( Bildung in Deutschland 2018), which focuses on the effects and benefits of education, show that in the same age group the share of children until school entry in receipt of an integration allowance ( Eingliederungshilfe) for day-care for children due to an (incipient) physical, mental or psychological disability is2.5 per cent in 2017. The vast majority of these children attend an establishment with an inclusive care concept.

Cooperation between special education institutions and mainstream schools exists independently of more recent attempts at inclusive teaching. When a pupil is transferred from one type of school to another the teachers and head teachers of the schools concerned work together. It is always possible for pupils to return to mainstream schools. In the majority of the Länder, the education authority makes the decision on whether to transfer a pupil following a request from the special education institution or from the parents or legal guardians. Through the implementation of the UN Disability Convention, the Länder have created the prerequisites for teaching pupils with special educational needs in mainstream schools with the same learning objectives as other pupils, and in some cases with different learning objectives. Schools for children and young people with the support priority speech or emotional and social development are designed as transitional schools; their objective is to remedy impairments in speech and behavioural problems sufficiently that pupils can attend a mainstream school. In addition, the Länder are developing different forms of access to the mainstream school system or joint teaching also for pupils who are taught according to different learning objectives.

Within the framework of inclusive education, recently, diverse forms of institutional and educational cooperation between mainstream schools and special education institutions have developed.

Definition of the target group(s)

It can be presumed that children or young people have special educational needs if their opportunities for education, development and learning are limited in such a way that they cannot be sufficiently promoted within the scope of instruction at mainstream schools without additionally receiving special educational assistance. In this regard, therapeutic and social aid provided by other external institutions may be required as well.

Special educational needs are to be determined in relation to the tasks, the requirements and the support measures the respective school can provide. Furthermore, a determination of the special educational needs of the child must take into account the environment of the child, including the school as well as the pupil's personal abilities, interests and expectations for the future.

The procedure of determining special educational needs comprises establishing the individual need for support as well as deciding on the course of education and in some Länder also the place of support. The responsibility for the procedure lies in most cases with the school supervisory authorities: Either the authorities themselves have the competence for special educational needs as well as sufficient experience in the field of educational support for children and young people with special educational needs, or they consult experts in the field of special educational support. Access to mainstream schools is also possible in some cases without a formal procedure.

The procedure of determining special educational needs may be applied for by the parents or legal guardians of the pupil, by the pupil provided he is aged 18 or above, by the school or, if applicable, by other competent services, and is to take into account the competences of the persons who participate or are to participate in the measures of support and instruction in a suitable manner.

Specific support measures

Inclusive education for pupils with special educational needs

Children and young people with special educational needs can attend mainstream schools. Special education teachers are deployed at special education institutions and at mainstream schools that meet special educational needs, e.g. by providing mobile assistance and advice and cooperative instruction with another teacher. Apart from the external environment, this also requires qualified special education teachers, individualised forms of planning, carrying out and monitoring the teaching process and coordinated cooperation between the teaching and specialist staff involved. Special educational support is provided, as a rule, during joint class lessons.

Special educational support in the form of cooperative measures

Many special education institutions and mainstream schools have developed close educational cooperation. Cooperative or inclusive forms of organisation can greatly benefit both lessons and the general life of the school. Also, this trend expands the opportunities for changing between school types and educational courses, increases the proportion of joint lessons and encourages the transfer of pupils from special education institutions to mainstream schools.

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Special Education Needs Provision within Mainstream Education - Eurydice - European Commission

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The data from the Seventh National Education Report "Education in Germany 2018" ( Bildung in Deutschland 2018), which focuses on the effects and benefits of education, show that in the same age group the share of children until school entry in receipt of an integration allowance ( Eingliederungshilfe) for day-care for children due to an (incipient) physical, mental or psychological disability is2.5 per cent in 2017.

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Special Education Needs Provision within Mainstream Education

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Definition of the Target Groups

In Finland the focus is on earliest possible support in order to prevent the emergence and growth of problems. Everyone is entitled to general support. It is a natural part of the everyday teaching and the learning process.

Pupils and students in need of regular support for their learning or school attendance or in need of several forms of support at the same time have the right to intensified support. Special support is provided for pupils who cannot adequately achieve their growth, development or learning objectives through other support measures. The support must be flexible so that it changes according to the needed support. It must also be based on long-term planning.

Finnish educational legislation does not categorise pupils according to disabilities or support needs. When planning the level of support (general, intensified or special) for a pupil, the support needs are assessed. The need may vary from temporary to continuous, from minor to major, or from one to several forms of support.

General support is the first response to problems

Every pupil has the right to sufficient support for learning and attending school as soon as problems emerge. General support is the first response to the pupil's support need. Generally this means guidance and support as part of the everyday activities of the school.

Intensified support prevents further problems

If general support is not enough, pedagogical assessment is made and a plan for the intensified support discussed in the pupil welfare group of the school. Following this a learning plan is drawn up for the pupil. Intensified support is more robust and consistent than general support. It aims at preventing problems from accumulating and becoming more complex.

Special support is provided for pupils who cannot achieve their learning objectives through other support measures

If intensified support is not enough, new and more extensive pedagogical statements on the pupil must be done. The education provider collects information from teachers and the school's welfare group. Based on this information, the education provider makes an official decision concerning special support. This has to be revised at least after the second grade and before the pupil is transferred to seventh grade.

Following this decision, an individual education plan is drawn for the pupil. The whole range of support measures available in basic education can be used. The main purpose of special support is to provide pupils with broadly based and systematic help so that they can complete compulsory education and are eligible to continue to upper secondary level.

Specific Support Measures

The ideology in Finland is to integrate pupils into mainstream education whenever this is possible. According to the National Core Curriculum each pupil is provided with support at his or her own school through various flexible arrangements, unless its provision inevitably requires the pupil to be transferred to another teaching group or school. The place of provision is decided as part of the special support decision based on the assessment of the needs of the individual pupil.

The most commonly used support measures are:

remedial instruction (all levels of support)

part-time special-needs education (all levels of support)

individual learning plan (intensified and special support)

invidualised syllabus (special support)

lengthening or delaying compulsory education (special support)

Support is generally planned and implemented as part of multi-disciplinary pupil welfare work. Pupils and their parents must be provided with information about support measures and be given an opportunity to express their views on the provision of support.

The school management is responsible for decisions relating to the provision and implementation of support and for taking these into account in all year groups and subjects. Individualisation of a syllabus requires a decision on special support.

Remedial instruction prevents pupils from falling behind

A pupil who has temporarily fallen behind in studies or otherwise needs short-term support in learning is entitled to remedial instruction. Remedial instruction must be given as soon as learning difficulties are observed to prevent the pupil from permanently falling behind. Remedial instruction may be provided at all levels of support.

Remedial instruction may be provided as team teaching in the pupil's regular teaching group, in a small group, or completely individually. It is also possible to make use of various flexible group arrangements to implement remedial teaching during lessons.

Part-time special needs education supports learning and school attendance

A pupil who has difficulties in learning or school attendance is entitled to special needs education alongside other instruction. Part-time special needs education is provided for pupils with problems relating to linguistic or mathematical skills, learning difficulties in individual subjects, study or social skills or in their school attendance.

Part-time special needs education is provided through flexible arrangements as team teaching, in a small group or individually. It is planned and pupils' learning is assessed in cooperation between teachers. Part-time special needs education may be provided at all levels of support.

Compulsory education can be lengthened or delayed

If a pupil cannot cope with the general and intensified support measures, their compulsory education can be lengthened. Pupils can also start their basic education one year later.

The syllabus of basic education is nine years. If necessary due to disability or illness, compulsory education starts one year earlier than for other pupils. Also pre-primary education can take one or two years. If the parent or guardian so wishes, the extended education can start at the age of five on a voluntary basis. In such cases, pre-primary education lasts two years and the second of these, that is, the year when the child becomes six years of age, is part of compulsory school education.

A child may also begin basic education one year later than stipulated, if it is deemed appropriate for the child on the basis of psychological or medical examination. This means that a child will start school during the year when he or she turns eight.

Voluntary year after compulsory education

Young people who have completed the basic education syllabus may be provided with additional education lasting one extra school year - tenth grade. This additional education is open to young people who have received their basic education leaving certificate in the same or previous year. Organising this extra year is discretionary to the education providers.

No national distribution of lesson hours or syllabus has been determined for the tenth grade. The instruction is planned individually. The curriculum may include:

core subjects common to all pupils as part of the basic education syllabus

elective subjects within basic education

other subjects and subject groups conforming to the role of basic education

vocational orientation studies

periods of work experience

A very small percentage of those who complete basic education participate in the additional year. In recent years only circa 2 per cent of the school leavers have opted for this choice.

Table 12.1. Basic education pupils having received intensified or special support, 2018

Pupils having received intensified support.
Share of pupils in basic education %

Pupils having received special support.
Share of pupils in basic education %

Pupils having received intensified or special support. Share of pupils in basic education %

Source: Statistics Finland.

Vocational education and training

Students in need of special support may apply to ordinary vocational institutions within the national joint application system or through the related flexible application procedure. They may also apply to vocational institutions with special educational tasks directly. Guidance counsellors in basic education and student counsellors in vocational education and training, aim to find a suitable place for everyone.

In vocational education and training, students in need of special educational or student welfare services are provided with an individual education plan. This plan must set out details of the qualification to be completed, the national core curriculum or the requirements of the competence-based qualification observed in education and training, the scope of the qualification, the individual curriculum drawn up for the student, grounds for providing special needs education and training, special educational and student welfare services required for studying as well as other services and support measures provided for the student.

Nearly 77 per cent of special needs students in vocational education for young people were studying integrated with other students in 2017.

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Special Education Needs Provision within Mainstream Education - Eurydice - European Commission

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In Finland the focus is on earliest possible support in order to prevent the emergence and growth of problems. Everyone is entitled to general support. It is a natural part of the everyday teaching and the learning process.

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Neuanmeldungen für unsere 7. Klassen (Regelklassen)

Vom 12. Februar bis zum 20. Februar 2019 können Sie Ihr Kind für das Schuljahr 2019/20 bei uns anmelden.
Jeweils von 8.00-13.00 Uhr und zusätzlich Donnerstag, 14. Februar und Dienstag, 19. Februar von 15.00-17.00 Uhr können Sie ohne Voranmeldung zur Anmeldung erscheinen.

Von der Grundschule erhalten Sie vorher die Förderprognose ihres Kindes. Sie müssen einen Erst- und einen Zweit- bzw. Drittwunsch für eine weiterführende Schule angeben. An der Schule, die ihrem Erstwunsch entspricht, müssen Sie sich persönlich anmelden.

Sollte die Robert-Jungk-Oberschule ihr Erstwunsch sein, so kommen Sie bitte während des Anmeldezeitraums zu uns.Wann Sie während des Zeitraums erscheinen, hat keinen Einfluss auf die Chance aufgenommen zu werden.

Folgende Unterlagen werden von uns benötigt:

Außerdem muss das anzumeldende Kind bei der Anmeldung dabei sein, da wir ein kurzes Aufnahmegespräch durchführen, in dem es z.B. um die Entscheidung für eine 2. Fremdsprache bzw. ein anderes Wahlpflichtfach geht.

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Vom 12. Februar bis zum 20. Februar 2019 können Sie Ihr Kind für das Schuljahr 2019/20 bei uns anmelden. Jeweils von 8.00-13.00 Uhr und zusätzlich Donnerstag, 14. Februar und Dienstag, 19. Februar von 15.00-17.00 Uhr können Sie ohne Voranmeldung zur Anmeldung erscheinen. Von der Grundschule erhalten Sie vorher die Förderprognose ihres Kindes.

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You don't have to be an existing inclusive education "expert" to take actions to make education more inlcusive.

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Video - Raising the achievement of all learners in inclusive education

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Video - Raising the achievement of all learners in inclusive education

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Diversity is a value

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European Agency for Special Needs and Inclusive Education

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Raising the Achievement of All Learners in Inclusive Education – Łajski, Poland

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My presentation of Finland,

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From Including Students With Disabilities To Inclusive Education: Portugal Amends Its Education Law

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From Including Students With Disabilities To Inclusive Education: Portugal Amends Its Education Law

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In: www.catalystforeducation.com

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This post has been submitted by Paula Hunt, Senior Technical Advisor, Catalyst for Inclusive Education.

Inclusive Education, as first envisioned and promoted by the Salamanca Statement, has guided much of the education pathways in Portugal since 1995. However, this was not always the case. While the education of children with disabilities has been central to Portugal's social development since the 1970's, education for children with disabilities was traditionally provided in segregated settings, by a cadre of specialized professionals (special education), until the early 2000's.

In 2008, in an effort to uphold its commitments under the Convention on the Rights of Persons with Disabilities (CRPD), and ensure the "progressive realization" of inclusion, the Portuguese government approved a Law-Decree that envisioned the implementation of inclusive education by creating the conditions necessary for the education for children with disabilities to be provided in each child's neighborhood school. Modeled after existing best-practices, promoting the social-model of disability, the 2008 Decree called for the tailoring of the education experience to each student, and disability to be conceptualized according to functional limitations, by a team of multi-disciplinary professionals, as early as possible (consistent with the International Classification of Functioning, Disability and Health, ICF).

While the 2008 Law-Decree worked from the assumption that a system that is good for children with disabilities is good for everyone, its implementation was problematic:

1) It was heavily reliant of categorization, it required that children were identified, categorized, and an intervention planned for, in order to access supports;

2) It was heavily reliant of the services of special education professionals, thus maintaining a parallel system of education;

3) It allowed for selective segregation within the neighborhood schools, whereby children with disabilities would spend time in segregated settings within a regular school;

4) Because it required the official identification of a functional limitation, children who did not qualify but required a more intensive level of support (i.e. migrants, refugees, the very poor, children with some degree of learning difficulty not on the threshold of a functional limitation, etc.) had difficulty accessing the services/accommodations needed to ensure their full participation, because special education resources were restricted to identified children with disabilities.

The new Law-Decree 54 approved on 6 July 2018, attempts to respond to these issues. Developed over the last 18 months, it aims to respond to UN recommendations related to social inclusion, as well as continue to uphold the commitments of the CRPD. Rather than simply enjoying the fruits of its considerable efforts towards ensuring the inclusion of children with disabilities in education, Portugal engaged in a systematic process of self-assessment since 2008. Rather than looking for the best-practices to be replicated, it engaged in the systematic recording of lessons-learned for the last 10 years. Thus, a rigorous process of monitoring (and collecting data related to) early identification/intervention, out-of-school children, the situation of children with disabilities, graduation rates and tertiary enrollment, as well as post-secondary employment, as lead to a new Law-Decree.

Based on foundational democratic principles, Law-Decree 54 (2018) envisions the non-categorical tailoring of the education experience by each school, to each of its students, and "even in cases where greater difficulty in participating in the curriculum is identified, it is up to each school to define the process in which it identifies the barriers to learning with which the student is confronted, considering the diversity of strategies to overcome them, in order to ensure that each student has access to the curriculum and to the learning, taking each and every one to the limit of their own potential".

The new law, developed in tandem with the new flexible Curriculum is "based on universal design for learning and a multilevel approach to access the curriculum. This approach is based on flexible curricular models, systematic monitoring of the effectiveness of the continuum of implemented interventions, the dialogue between teachers with parents or caregivers, and in the choice of measures to support learning, organized at different levels of intervention, according to the educational responses necessary for each student to acquire a common base of competences, valuing their potential and interests. Thus, there is a moving away from the rationale that it is necessary to categorize to intervene. Rather, it is sought to ensure that the Profile of the Students at the end of Compulsory Schooling is reached by all, even if it is through differentiated learning paths that allow each student to progress in the curriculum in a way that ensures their educational success".

In a young democracy, a country currently fraught with dissent between teacher unions, school management committees, and the Ministry of Education, the new Law will be implemented in September, but not without difficulty. While considerable efforts have been made to ensure a healthy and lengthy public debate prior to the drafting of the final document, and training opportunities and materials have been developed and disseminated, implementation of the Law is the responsibility of each school: "(The) central axis of orientation (is) the need of each school to recognize the added value of the diversity of its students, finding ways to deal with that difference, adjusting the teaching processes to the individual characteristics and conditions of each student, mobilizing the means at its disposal so that everyone learns and participates in the life of the educational community".

It is essential that all Inclusive Education supporters monitor the implementation of the new Law-Decree 54 in Portugal, and reflect upon the good practices and the lessons that will undoubtedly be learnt from this brave move forward.

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From including students with disabilities to Inclusive Education: Portugal amends its education law - Catalyst for Inclusive Education

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This post has been submitted by Paula Hunt, Senior Technical Advisor, Catalyst for Inclusive Education. Inclusive Education, as first envisioned and promoted by the Salamanca Statement, has guided much of the education pathways in Portugal since 1995. However, this was not always the ca

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Special Education Needs Provision within Mainstream Education

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Special Education Needs Provision within Mainstream Education

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In: https://eacea.ec.europa.eu/

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Definition of the target group(s)

The legal framework for inclusive education ( Decree-Law No. 54/2018, 6th July) establishes the principles and regulations that ensure inclusion, as a process which responds to the diversity of needs and capabilities of each and every student, through increased participation in the learning processes and educational community.

The abovementioned Decree-Law:

* does not use student categorisation systems, including the "special educational needs" category;

* is not a model of special legislation for special students;

* establishes a continuum of provision for all students;

* focusses on educational responses rather than student categories;

* foresees the resource mobilisation (as a complement, whenever necessary and appropriate) in the areas of health, employment, vocational training and social security.

Support for children from 0 to 6 years is governed by Decree-Law No. 281/2009, 6th October, which creates the National System of Early Childhood Intervention ( Sistema Nacional de Intervenção Precoce na Infância - SNIPI).

This system consists of a set of organised centre-based and home-based settings to ensure conditions for the development of children with physical or functional disabilities that limit their personal and social participation in typical activities for their age, as well as children with serious risk of stunted development.

The SNIPI involves coordinated action by the Ministries of Social Solidarity, Employment and Social Security, Health and Education.

Admission requirements and choice of school

Decree-Law No. 54/2018, 6 th July establishes that the following students have priority in terms of enrolment or renewal:

* students who need the organisational resources that exist in the benchmarked school clusters for bilingual education or benchmarked school clusters for visual impairment;

* students with an individual educational programme.

Age levels and grouping of pupils

Decree-Law No. 54/2018 does not presuppose the creation of a group of students according to their characteristics, except for groups or classes of students in bilingual education (Portuguese sign language and Portuguese as a second language) who attend the benchmarked school clusters for bilingual education.

The classes are made up of 20 students, whenever the technical-pedagogical report indicates the need to include the student in a smaller class, as a specific learning and inclusion measure. Smaller classes cannot include more than two students under these conditions.

Curriculum, subjects

In order to ensure that all students acquire the knowledge and develop the abilities and attitudes to achieve the competences defined in the exit profile for students leaving compulsory schooling, the curricula for basic and upper secondary education, as well as the guiding principles for its design, operationalization and evaluation of learning, are established in Decree-Law No. 55/2018, 6th July.

The curricular guidelines for pre-school education development are used as a reference for pre-school education curriculum.

Decree-Law No. 54/2018, 6th July is based on each school's need to recognise the value of its students' diversity, finding ways to deal with this difference, adapting teaching processes to the individual characteristics and means of each student, mobilising the necessary resources to guarantee access to the curriculum and learning.

As part of specialised educational provision, benchmark schools for bilingual education and visual impairment, the same Decree-Law establishes that specific subjects or curricular subject areas may be introduced, such as Portuguese sign language ( Língua Gestual Portiguesa - LGP) as a first language (L1), and written Portuguese as a second language (L2), Braille literacy and application of all specific spelling, guidance and mobility, everyday activities and social skills.

Teaching methods and materials

The methodoloy underlying Decree-Law No. 54/2018, 6 th July, are based on the universal design for learning and the multilevel approach to accessing the curriculum.

The multilevel approach is based on flexible curricular models for systematic monitoring of the effectiveness of successive interventions for each student to acquire a common set of key competences, focussed on their abilities and interests.

The different measures supporting learning and inclusion are divided into three areas: universal, selective and additional:

Universal measures are those the school uses to promote participation and improved learning for all students, such as (i) pedagogical differentiation; (ii) curricular adaptation; (iii) curricular enrichment, among others.

Selective measures meet the learning support needs not achieved by the application of universal measures, such as, (i) differentiated curricular pathways; (ii) non-significant curricular adaptations; (iii) psycho-pedagogical support; (iv) forecast and consolidation of learning; tutorial support.

Additional measures focus on significant and persistent difficulties in communication, interaction, cognition or learning and which require specialised resources, namely, (i) grade attendance per subject; (ii) significant curricular adaptations; (iii) individual transition plan; (iv) structured teaching methodologies and strategies; (v) development of personal and social autonomy competences.

The Ministry of Education places special education teachers and other professionals with specific training, such as teachers and interpreters to teach specific curriculum areas, such as Portuguese sign language, Braille or the use of assistive technology.

The Ministry of Education's resource centre for the support of Inclusive Education adapts and produces school manuals in Braille, large print and in Daisy format to all SEN pupils. It provides students with textbooks in PDF or E-book format in conjunction with textbook publishers.

For students who attend benchmark schools for the bilingual education, the Ministry of Education has drawn up Portuguese sign language and Portuguese as a foreign language programmes.

National network of ICT Resource Centres includes 25 centres covering the national territory and based on school clusters. These resource centres are designed to assess students to identify and prescribe the support that meets their specific needs through the Support Products Allocation System ( Sistema de Atribuição de Produtos de Apoio - SAPA), as well as provide information/training for teachers and other professionals, as well as families.

With SAPA, the aim is to implement a global, integrated and wide-ranging policy for people with disabilities to compensate and mitigate the limitations resulting from impairment or disability, via free and universal support ( Decree No. 93/2009, 16th April; Ordinance No. 192/2014, 26th September; Dispatch No. 14278/2014, 26th November; Ordinance No. 78/2015, 17th March, Dispatch No. 5291/2015, 21st May; Dispatch No. 6478/2015, 11th June; Dispatch No. 7225/2015, 1st July).

Progression of pupils

According to Decree-Law No. 54/2018, 6 th July, the progress of students covered by universal and selective learning and inclusion support measures occurs in accordance with the rules and procedures defined in the regulations. The progress of pupils covered by additional measures occurs under the terms defined in the technical-pedagogical report and individual educational programme.

Decree-Law No. 54/2018 establishes that schools must guarantee all students the right to participate in the evaluation process.

Adaptations to the assessment process include a variety of information collection tools, the use of examination questions in accessible formats and support material, as well as the assessment criteria in terms of types and means of communication, timing, duration and location.

The rules and procedures regarding assessment in the different education and training provision are regulated by an Order of the Government authority responsible for education.

Certification

When students finish compulsory schooling, they are entitled to a school-leaving certificate and diploma, and, where applicable, identification of the qualification level in accordance with the National Qualifications Framework and the corresponding level in the European Qualifications Framework.

For students whose school study has involved significant curricular adaptations, the certificate must include the cycle or level of education completed and relevant curricular information, as well as the areas and experiences throughout the implementation of the Individual Transition Plan ( Plano Individual de Transição - PIT).

The certificate model is regulated by ordinance of the Government's authority responsible for the area of education and, whenever applicable, the area of vocational training.

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Special Education Needs Provision within Mainstream Education - Eurydice - European Commission

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The legal framework for inclusive education ( Decree-Law No. 54/2018, 6th July) establishes the principles and regulations that ensure inclusion, as a process which responds to the diversity of needs and capabilities of each and every student, through increased participation in the learning processes and educational community.

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Moving on from special education… The Portuguese new legislation on inclusive education

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Moving on from special education… The Portuguese new legislation on inclusive education

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In: http://earlyyearsblog.eu/

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How should we organize inclusive education? This is a key question in many European countries as they move from special to inclusive education. We would like to introduce the new Portuguese law to you as an innovative and inspiring framework, and describe some motivations behind the law.

The Portuguese new legislation in a nutshell

Since July 2018 a new Decree-Law (No 54/2018, [1]) has established a new legal framework for inclusive education in Portugal, replacing the special education Decree-Law no. 3/2008.

There are two key changes:

1. the widening of the universe of children covered by support measures and

2. the change in the focus of the support, which is more directed at classroom teachers.

What support measures exist and to which children do they apply?

Support measures aim to address the needs and potential of each and every child and to guarantee the conditions for their full realization, promoting equity and equal opportunities. The new Portuguese law proposes support measures organized at three levels:

Universal Measures - available to promote participation and improvement of learning for all children, including those needing support from subsequent levels;

Selective Measures - available to meet needs not met by universal measures; and

Additional Measures - for severe and persistent difficulties for which the previous measures are not enough.

Teachers are central to the success and well-being of all children, including those in need of selective or additional measures. The new legislation spells out the provision of support to these professionals.

What supports or resources are available to teachers?

These are specific resources, including:

Special education teachers, that support classroom teachers collaboratively, in a logic of co-responsibility. This support addresses the definition of strategies for pedagogical differentiation, reinforcing learning, and the identification of multiple means of motivation, representation and expression.

Multidisciplinary team to support inclusive education, which, among other duties, is responsible for providing counselling to teachers in the implementation of inclusive pedagogical practices;

Learning support centre, aiming to support the inclusion of children and young people in the group and in the school and classroom routines and activities, to promote the quality of children's participation in group activities, and to support classroom teachers;

Local early childhood intervention teams that are local, multidisciplinary teams that represent education, health, and social action services and implement preventive and rehabilitative measures, centered on the child and the family;

School health teams of the Health Center / Local Health Units, which articulate with the general medical and family teams and other health services, the family and the school.

Two important motivations

This decree is consistent with the rights of children and persons with disabilities [2, 3, 4] and with research evidence [5,6].

Motivated by children's rights

Inclusion in early childhood education is defined in terms of the values, policies, and practices that underpin the right of each child and his family, regardless of their competence, to participate in a wide range of activities and contexts, as full members the family, the community and society. Expected outcomes of the inclusion process include a sense of belonging and affiliation, positive social relationships and friendships, as well as development and learning to reach its full potential [2, p. 2]. Internationally, the Salamanca Declaration [3] reaffirms the commitment to Education for All in schools that include all people, accept differences and support learning based on genuine equal opportunities.

Motivated by research and practice

Best practices [8,9], arising from research on children's development [5,6] and early childhood intervention [7], also inspired the new law:

intervention in everyday settings and routines,

the promotion of the skills the child needs to carry out day-to-day activities, and

collaborative work between professionals, aimed at the child as a whole and not compartmentalised by areas of development.

Furthermore, the new law may discourage from working with children in individual sessions, specific or limited to a developmental area, and in special rooms or settings, as we know that children have difficulty learning in a decontextualized way and in generalizing competences to other contexts [10,11,12]. It is known that children learn through repeated interactions with the environment (including everyday life settings and significant adults) and over time (i.e., throughout the day and every day). The new and increased focus on teacher and classroom supports may be instrumental in changes towards evidence-based practices.

Much remains to be said about this new legislation. Portuguese schools are going through a phase of legal transition and questions and challenges emerge every day. You are invited to read the English version of the new inclusive education framework [1] and to share your thoughts, questions, and advice. We look forward to hear from you.
References
[1] Decree-Law n. 54/2018. Presidência do Conselho de Ministros, Educação. Diário da República, 1ª série n.º 129 - 6 de julho de 2018, pp. 2918-2928. English version available at: http://www.dge.mec.pt/sites/default/files/EEspecial/dl_54_2018_en_version_0.pdf [2] DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Available at https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf [3] UNESCO (1994). The Salamanca statement and framework for action on special needs education. Salamanca: Author. Available at http://www.unesco.org/education/pdf/SALAMA_E.PDF [4] UNESCO (2009). Policy guidelines on inclusion in education. France: Author. Available at http://unesdoc.unesco.org/images/0017/001778/177849e.pdf [5] Nacional Institute of Child Health and Human Development Early Child Care Research Network (2006). Child care effect sizes for the NICHD Study of Early Care and Youth Development. American Psychologist, 61, 99-116. doi: 10.1037/0003-066X.61.2.99 [6] Shonkoff, J.P., & Phillips, D. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. [7] Sandall, S., McLean, M., & Smith, B. (2000). DEC recommended practices in early intervention/ early childhood special education. Longmont, CO: Sopris West. [8] Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. Available at http://www.decsped.org/recommendedpractices [9] Carvalho, L., Almeida, I. C., Felgueiras, I., Leitão, S., Boavida, J., Santos, P. C.,... Franco, V. (2016). Práticas recomendadas em intervenção precoce na infância: Um guia para profissionais. Coimbra: ANIP. Available at http://im2.anip.net/index.php/guia/versao-on-line [10] Dunst, C. J. (2007). Early intervention for infants and toddlers with developmental disabilities. In S. L. Odom, R. H. Horner, M. Snell, & J. Black (Eds.), Handbook of developmental disabilities (pp. 161-180). New York, NY: Guilford Press. [11] McWilliam, R. A. (2010). Routines-based early intervention: Strategies for supporting young children with disabilities. Baltimore, MD: Paul H. Brookes. [12] Boavida, T., Aguiar, C., & McWilliam, R. A. (2018). A intervenção precoce e os contextos de educação de infância. In M. Fuertes, C. Nunes, D. Lino, & T. Almeida (Org.), Teoria, práticas e investigação em intervenção precoce (pp. 7-23). Lisboa: CIED/Escola Superior de Educação de Lisboa. https://www.eselx.ipl.pt/sites/default/files/media/2018/ebook2_compressed.pdf.

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Moving on from special education... The Portuguese new legislation on inclusive education

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Moving on from special education... The Portuguese new legislation on inclusive education

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This blog post was contributed by Tânia Boavida (ISCTE-Instituto Universitário de Lisboa). How should we organize inclusive education? This is a key question in many European countries as they move from special to inclusive education. We would like to introduce the new Portuguese law to you as an innovative and inspiring framework, and describe some motivations behind the law.

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In: http://allmeansall.org.au/

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Australian Alliance for Inclusive Education

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Like Australia and many other countries, Portugal has enacted legislation making disability discrimination in education unlawful. However, unlike Australia, Portugal has gone much further in enacting an explicit legal framework for the inclusion in education of students with and without disability.

Since 2008 Portugal has had in place laws envisioning the provision of education to all students, without exception, in their local regular school in accordance with Article 24 of the United Nations Convention on the Rights of Persons with Disabilities ( CRPD).

These laws have also created explicit obligations requiring the adjustment of the educational process to include students with disability and have led to the establishment of a national network of Information and Communication Technology Resource Centres to support general education schools, which assess students' needs for assistive technology. Consistent with the obligation under the CRPD for countries to progressively and systemically transform their domestic education systems to genuinely inclusive systems, Decree-Law 3/08 also initiated a "process of reorientation" for most of Portugal's segregated special schools, transforming them into Resource Centres for Inclusion. These Centres provide specialised support assistance to mainstream schools through partnerships with school clusters and their role includes facilitating access to education, training, work, leisure, social participation and autonomy.

However, over the following ten year period and as a result of monitoring and evaluation of the current model, it became clear that the objectives of the 2008 Law were being compromised by a range of issues, including:

considerable difficulties in changing school attitudes and resource allocation;

the practice of "integration" (placing students with disabilities in regular classrooms but with inadequate supports and curricula modifications) was often implemented in the name of "inclusion";

a rigid focus on diagnostic (health/medical) categorisations of "disability" which in practice undermined focus on the inclusion of ALL students, with or without identified disabilities and in particular a significant group of children who may require additional support despite not having a diagnostic label - potentially leading to an accumulation of unmet need then becoming chronic and permanent disadvantage; and

a focus on individualised "retrofit" adjustments rather than broader general accessibility through universal design approaches.

In light of these concerns, new Law Decree DL 54-2018 ( New Law) was developed over an 18 month consultation period, together with Portugal's public and private school sectors, teachers associations and unions, education academic organisations, parent associations and disability representative associations, and was adopted on 6 July 2018. The English version of the Law was officially released on 3 August 2018 (click here to read).

The New Law requires that the provision of supports for all students be determined, managed and provided at the regular school level in regular classrooms, with local multidisciplinary teams responsible for determining what support is necessary to ensure ALL students (regardless of labels, categorisation or a determination of disability) have access to, and the means to participate effectively, in education with a view to full inclusion in society.

Accordingly, in the spirit of the Salamanca Statement and the motto "All Means All", educational support services (including specialised education services) are available in regular schools for ALL students who need them, regardless of functional impairment, ethnicity, social/economic status, etc. In that regard the New Law, which describes its effect as "moving away from the rationale that it is necessary to categorise to intervene", aims to support a paradigm shift based on universal access and inclusion for all.

The preamble to the New Law provides:

"At the centre of the school activity are the curriculum and student learning. In this assumption, this decree-law has as a central axis of orientation the need of each school to recognise the added value of the diversity of its students, finding ways to deal with that difference, adjusting the teaching processes to the individual characteristics and conditions of each student, mobilizing the means at its disposal so that everyone learns and participates in the life of the educational community."

The key features of the New Law, which is based on principles of universal design for learning and a multi-level approach to curriculum access, include:

Schools being required to develop a documented framework for the creation of an inclusive school culture that values diversity.

School multi-disciplinary teams being responsible for raising awareness of the need for school cultural and process transformation at a whole-of-school level, while discharging their main function of identifying, evaluating and adjusting specific measures and strategies to support the learning of every student and overcoming barriers (including environmental) to every students' individualised learning.

Emphasis on autonomy and responsibility for inclusion at the individual school level - with external specialised support when required - the preamble to the New Law stating:

"Even in cases where greater difficulty in participating in the curriculum is identified, it is up to each school to define the process in which it identifies the barriers to learning with which the student is confronted, considering the diversity of strategies to overcome them, in order to ensure that each student has access to the curriculum and to the learning, taking each and every one to the limit of their own potential."

The principle of "customization" - student-centered differentiated educational planning so that measures are decided on a case-by-case basis according to their specific needs, potential, interests and preferences, through a multi-level graduated approach comprised of:

universal measures - applicable to all students;

selective measures - to address deficiencies in universal measures - to be sourced from the school's resources; and

additional measures - to address more intense communication, interaction, cognitive or learning difficulties that require specialised resources - including specialised teachers from outside the school supporting and co-teaching with the classroom teacher.

Parents as well as teachers, have the right to initiate a multi-disciplinary team assessment of whether a student should be receiving additional support through selective or additional measures.

A general and strong emphasis on greater parental involvement as partners - with parents and guardians having the right to participation and information regarding all aspects of their child's educational process - including participation in all multi-disciplinary team meetings, preparation and evaluation of individual education plans and access to their child's school files and records.

All students with individualised education plans are also to have individualised transition plans in place 3 years before the end of secondary schooling to promote transition to post-school life, including in employment and community.

The New Law is a natural further step in Portugal transferring the expertise and resources of its former separate "special education" system for students with significant disability to supporting the inclusion of all students in regular classrooms within mainstream schools. This is what all countries are being called to do under Article 24 of the CRPD, as clarified by General Comment No. 4 (the Right to Inclusive Education), which makes it clear that the full realization of Article 24 "is not compatible with sustaining two systems of education: mainstream and special/segregated education systems" (paragraph 39) and consistently with this, calls for "a transfer of resources from segregated to inclusive environments" (paragraph 68).

All Means All - The Australian Alliance for Inclusive Education offers our warmest congratulations to the Government and people of Portugal for their commitment to adopting a systemic approach to inclusive education, as the foundation of an equitable and inclusive society for all.

[ Cover photo © Bruno Luz]

Thank you for visiting our website. You can also keep up with our mission by liking our Facebook page or following us on Twitter @allmeansallaus

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Portugal's New School Inclusion Law: A small country taking big steps in the spirit of "All Means All" - Australian Alliance for Inclusive Education

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Like Australia and many other countries, Portugal has enacted legislation making disability discrimination in education unlawful. However, unlike Australia, Portugal has gone much further in enacting an explicit legal framework for the inclusion in education of students with and without disability. Since 2008 Portugal has had in place laws envisioning the provision of education to [...]

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DL 54/2018

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Legislação - Educação Inclusiva

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Who we are - Good practices in our school

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Who we are - Good practices in our school

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Portugal - Atouguia da Baleia

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Boas práticas - Agrupamento de Escolas de Atouguia da Baleia

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Addressing barriers to participation, learning and resources to support all students ;
Increasing diversity in contemporary classrooms/What, why and how to respond ;
Access to curricula/ Adaptations, accommodations and modifications .

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Portugal - Ferrel

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DJI Portugal 2017 - Ferrel Baléal Almagreira Peniche - Drone

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Portugal - Atouguia da Baleia

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European Agency Position on Inclusive Education Systems

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European Agency Position on Inclusive Education Systems

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European Agency Position on Inclusive Education Systems

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Designing Inclusive Educational Environments

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Welcome introductions - Course info Presentations ;
Defining inclusive education, keyprinciples and values;
Understanding the process of inclusion/Addressing barriers to participation, learning and resources to support all students.