Class Fundamentals of Special Education and Inclusive Education Inclusive Education

This course unit focuses on the conceptual and legal foundations that underpin Special Education and Inclusive Education, so that they may be interpreted in light of the socio-historical-philosophical context in which they are situated and provide support for the practices of professionals and future teachers of Special Education. It aims to enhance the processes of learning and inclusion of all children and pupils with specific educational needs, particularly those with cognitive and/or motor impairments, personality or behavioural disorders, and multiple disabilities. Within the current legal framework, education for all children and pupils should be inclusive and equitable, of high quality, and a lifelong process.

Not applicable

Socio-historical dimensions of Education, Special Education, and Inclusive Education. The history of education. International milestones: Universal Declaration of Human Rights (1948), Salamanca Statement (1994), Convention on the Rights of Persons with Disabilities (2006), Lisbon Declarations and Incheon Declaration (2015), Cali Forum (2019), Handbook on Ensuring Inclusion and Equity in Education (2019), Dakar Forum (2000), Reimagining Our Futures Together (2023). National legal framework: Constitution of the Portuguese Republic, Decree-Law 03/2019, Students’ Profile at the End of Compulsory Schooling (2017), Decree-Law 55/2018, Decree-Law 54/2018, Towards Inclusive Education: Practical Support Manual (2018). Educational principles and values. Studies on Decree-Law 532/2018, of 6 July. Competences of professionals and Special Education teachers in the cognitive and motor domains. Professional profile of Special Education teachers.

Lectures with interactive discussion, delivered in person and synchronously online via Microsoft Teams. Learning materials made available on Moodle, with documentary and webinar analysis in asynchronous sessions using platforms such as VideoAnt, and text analysis in asynchronous sessions using Hypothesis or Google Docs. Debates and synthesis of asynchronous classes held in synchronous online and face-to-face sessions. Group dynamics, games and challenges designed to encourage reflection, acquisition, consolidation and deepening of knowledge. Problematization and reflection on professional situations, with plenary and small-group debates. Formation of small research and action teams for collaborative work, which will take place both in this and in other course units of the programme.

Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16.  Decreto-Lei n.º 54/2018, de 6 de julho. Estabelece o regime jurídico da educação inclusiva. Diário da República. (Consolidado pela Lei n.º 116/2019, de 13 de setembro). Lima-Rodrigues, L. & Rodrigues, D. (2024). Políticas públicas e formação continuada de professores para a educação inclusiva: relatório da investigação. ALANA. Rodrigues, D. (2015). Equidade e Educação Inclusiva (2ª edição). PROFEDIÇÕES. UNESCO (2019). Manual para garantir inclusão e equidade na educação. UNESCO.