The publication of Decree-Law 54/2018 of 6 July redefined the paradigm of Special Education, establishing an effective commitment to inclusive education, in line with UNESCO's definition (2009) as a process that aims to respond to the diversity of students' needs. This regulatory framework challenges schools to realise every student's right to an education that recognises their potential, expectations and needs, within a common, plural and equitable educational project.
More than a guiding principle, inclusion requires concrete pedagogical practices that ensure the participation of all students, guaranteeing them a true sense of belonging and effective conditions of equity. By sharing strategies and experiences, this training course aims to promote collective reflection on how to build a truly democratic and inclusive school.
It's not enough to talk about equal opportunities in school access and success; it's essential to develop practices of curricular and social justice, ensuring that the diversity of students is catered for in a logic of equity. Inclusion takes shape in teachers' daily actions, in the way they organise the classroom, in assessment, in the use of technology and in the creation of collaborative dynamics.
This training programme aims to encourage the sharing of good practices, demonstrating that there is nothing more theoretical than a well-founded practice. By creating spaces for co-operation and joint reflection, teachers will be able to build more effective pedagogical responses and transform the school into a true learning space for all.
