Decree-Law No. 54/2018 marks a significant transformation in the inclusive education model in Portugal. It is a commitment between equity and inclusion.
Decree-Law No. 54/2018 , with subsequent amendments, establishes the legal framework for inclusive education in Portugal, covering public, private and cooperative schools. The decree aims to ensure that all students, regardless of their personal and social circumstances, have access to inclusive education, adapted to their individual needs. This is done through measures to support learning and inclusion, promoting education that respects diversity and contributes to social cohesion.
Main Provisions:
1. Fundamental Principles (Chapter I):
The decree is based on the principle that all students have the capacity to learn, defending **equity** and the **right to education**. Schools must promote the **active participation** of students and **curricular adaptations**, respecting their needs and potential. **Parental participation** is also central, with the right to consultation and involvement in all stages of the educational process.
2. Learning Support Measures (Chapter II):
Support measures are classified into three levels:
- **Universal Measures**: applicable to all students, including curricular accommodations and pedagogical strategies that promote participation.
- **Selective Measures**: aimed at students who need additional support, such as differentiated curricular paths and psychopedagogical support.
- **Additional Measures**: for students with severe difficulties, including the implementation of **significant curricular adaptations** and **individualized transition plans** for post-school life.
3. Specific Support Resources (Chapter III):
Various resources are established to support inclusion, such as **multidisciplinary support teams for inclusive education** and **learning support centres**. Schools may have reference schools for students with specific needs, such as visual or hearing impairments, or early intervention needs. In addition, **information technology resource centres** are made available to support students with special needs.
4. Needs Identification Process (Chapter IV):
The process of identifying support measures should occur as early as possible and may be initiated by parents, teachers or early intervention services. The final decision is documented in a **technical-pedagogical report**, prepared by the multidisciplinary team. This report identifies barriers to learning, the measures to be implemented and defines those responsible for their implementation, ensuring the **confidentiality of the data**.
5. Enrollment, Assessment, Progression and Certification (Chapter V):
The decree defines rules for early or delayed enrollment of students with special needs and details adaptations in the **internal and external assessment** process to ensure participation by all. Regarding progression, students covered by universal and selective measures follow the general rules, while those receiving additional measures may have curricular adaptations. All students are entitled to certification of their school progress, including those with **significant curricular adaptations**.
6. Final Provisions (Chapter VI):
The decree provides for mechanisms for **monitoring** and **evaluating** its implementation, ensuring that inclusion measures are constantly reviewed and improved. In addition, it establishes a **gradual transition** for students who were under the previous regime of Decree-Law No. 3/2008.
Conclusion:
Decree-Law No. 54/2018 marks a significant transformation in the inclusive education model in Portugal. It is a compromise between equity and inclusion. Curricular adaptations, active parental participation and the implementation of specialized resources are the pillars of this inclusive policy, which aims to ensure quality education for all.
Eduardo Rui Alves
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