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Abstract(s)
Em 2018, com a entrada em vigor o Decreto-Lei n.º 54/2018 referente à educação inclusiva, foi revogado o anterior diploma (Decreto-lei n.º 3/2008) que procurava responder a um público com necessidades educativas especiais, de caráter permanente, para quem eram mobilizados os serviços e apoios especializados, após elegibilidade decorrente de avaliação por referência à CIF-CJ.
Mais de dois anos volvidos, este estudo pretende descrever o modo como os documentos espelham as determinações legais, designadamente a caracterização dos alunos por forma a determinar a adoção de medidas de suporte à aprendizagem e à inclusão, implementadas num modelo multinível para respondem às necessidades das crianças e jovens e os recursos a alocar. Para isso, foi realizada a análise dos documentos atuais, ou seja, o RTP (Decreto-lei n.º 54/2018), por comparação ao anterior documento PEI (Decreto-lei n.º 3/2008). Os participantes neste estudo são 83 alunos avaliados pelos dois decretos em causa pertencentes a dois agrupamentos de escolas do norte do país, da área metropolitana do Porto.
Os resultados apontam para a perda substancial de informação na descrição dos alunos, concretamente nas dimensões Funções do Corpo e Atividade e Participação. Revelam, ainda, o aumento da adoção das medidas mais restritivas no decurso da progressão nos ciclos de escolaridade, não sendo acompanhado pelo aumento de recursos humanos mobilizados.
In 2018, with the implementation of the Decree-Law No. 54/2018, concerning inclusive education, which aimed to each and every one of the school students, the previous diploma, which sought to respond to a public with permanent special educational needs, for whom specialized services and supports were mobilized after a process of eligibility and assessment by reference to CIF-CJ, was revoked. More than two years past, this study intends to describe the way documents reflect legal determinations, namely the characterization of students to determine the adoption of measures and supports for learning and inclusion, under the multilevel model, to respond to children and youngsters needs, and the resources to assign. For this purpose, an analysis of the current documents was carried out, collecting information in the RTP (DL no.54/2018) for further comparison to the one on the previous PEI (DL no.3/2008). The participants in this study are 83 students for whom universal and selective measures or universal, selective, and additional measures have been allocated, who attended two clusters of schools in the north of the country, within the metropolitan area of Porto. The findings highlight the loss of information in terms of understanding the students in face of a holistic perspective, specially within dimensions such as the Body Functions and Activity and Participation. They also reveal the increase of more restrictive measures as students progressed to the subsequent levels of education, inversely with the number of staffing resources.
In 2018, with the implementation of the Decree-Law No. 54/2018, concerning inclusive education, which aimed to each and every one of the school students, the previous diploma, which sought to respond to a public with permanent special educational needs, for whom specialized services and supports were mobilized after a process of eligibility and assessment by reference to CIF-CJ, was revoked. More than two years past, this study intends to describe the way documents reflect legal determinations, namely the characterization of students to determine the adoption of measures and supports for learning and inclusion, under the multilevel model, to respond to children and youngsters needs, and the resources to assign. For this purpose, an analysis of the current documents was carried out, collecting information in the RTP (DL no.54/2018) for further comparison to the one on the previous PEI (DL no.3/2008). The participants in this study are 83 students for whom universal and selective measures or universal, selective, and additional measures have been allocated, who attended two clusters of schools in the north of the country, within the metropolitan area of Porto. The findings highlight the loss of information in terms of understanding the students in face of a holistic perspective, specially within dimensions such as the Body Functions and Activity and Participation. They also reveal the increase of more restrictive measures as students progressed to the subsequent levels of education, inversely with the number of staffing resources.
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Keywords
Educação inclusiva Legislação Documentos Suportes Perfil de funcionalidade Inclusive education Legislation Documents Supports Functioning profile
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação