ON THE ROAD TO FULL INCLUSION IN PORTUGAL: SUPPORTING ...£o-Costa-presentation... · 40 years of...
Transcript of ON THE ROAD TO FULL INCLUSION IN PORTUGAL: SUPPORTING ...£o-Costa-presentation... · 40 years of...
João Costa, Secretary of State Assistant and of Education
Portugal
ON THE ROAD TO FULL INCLUSION IN PORTUGAL: SUPPORTING TEACHERS TO SUPPORT ALL STUDENTS
1. The challenges for Portugal.
2. The ongoing measures.
3. The process: stakeholders, monitoring and tensions.
FROM RETENTION TO THRIVING
40 years of democratic school – 40 years of progress
PORTUGAL 1974-2018
1961 2016
Preschool attendance 0,9% 88,4%
Transition to ISCED 2 7,5% 87,2%
High-school enrollment 1,3% 75,2%
Iliteracy 25,7% 5,2%
A 30 YEAR OLD PROCESS
- 60s – From exclusion to segregation.
- Late 90s – From segregation to integration
- 2008 – Integration with resources
- 2018 – From integration to full inclusion
1. Retention and early drop out are still very high.
2. Almost 1/3 of the students do not conclude high school in expected
time.
Problem of justice and equity
Poverty is the main predictor of retention
MAJOR CHALLENGE
1. Great experience in Portugal: the number 97,5!
2. Meaning of ALL
3. From clinical to educational model.
BACKGROUND FOR INCLUSION
STRUCTURED RESPONSE
National Program for Promoting
School Success (PNPSE)
Strategicaction plans
and municipal educational
plans In-service training
Students’ Profile
EducationStrategy for Citizenship
Inclusive education
(New law for inclusion)
Autonomy and Curriculum Flexibility
Qualifica
Program
Curricular guidelines
Pre-school
(Investment in Pre-school)
EvaluationModel
(Changes in assessments)
Essential
Curriculum
What is a successful student?
Areas of competence:
Language and Texts
Information and Communication
Reasoning and Problem-solving
Autonomy and Personal Development
Critical and Creative Thinking
Scientific and Technological Knowledge
Interpersonal Relationship
Individual and Collective Well-Being and Health
Aesthetic and Artistic Sensitivity
Body Awareness and Domain
STRUCTURED RESPONSE
Students’ Profile
Students’ Profile implies diversification of
assessment instruments.
- Focus on formative assessment.
- Introduction of performative assessment
- Qualitative feedback on national
assessment
STRUCTURED RESPONSE
Evaluation
Model
Curriculum overload problem
Work developed with professional societies.
Same structure for every subject.
Horizontalization of curriculum.
STRUCTURED RESPONSE
Essential curriculum
Local solutions
Project-based learning
Focus on interdisciplinarity
Technology , Arts and Citizenship as new or reinforced domains
25% flexibility in organization
STRUCTURED RESPONSE
Autonomy and
Curriculum Flexibility
From integration to inclusion
Departure from clinical model.
Multilevel approach.
Personalized responses.
Multidiscplinary approach.
STRUCTURED RESPONSE
Inclusive education
1. Schools being required to develop a documented framework for the creation of
an inclusive school culture that values diversity.
2. 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.
PRINCIPLES
3. Emphasis on autonomy and responsibility for inclusion at the individual
school level – with external specialised support when required.
4. 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.
PRINCIPLES
4. 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.
5. 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.
PRINCIPLES
6. 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.
PRINCIPLES
1. National survey on curriculum.
2. Working group for inclusive education.
3. National conferences with professional societies.
4. Consultation with parent associations.
5. Student Voice.
6. Core curriculum developed with teachers and academia.
7. Pilot year with volunteering schools.
THE PROCESS – STAKEHOLDER ENGAGEMENT
1. Investment in proximity follow-up: regular meetings with school principals, visits to schools, technical back-up.
2. Regular collection of schools’ curricular options.
3. Practise sharing: videos, regional teams, school networks, panels with students.
4. Teacher training: seminars, MOOC, leadership training.
5. Publications.
6. National conferences.
7. Internal evaluation of the pilot by University of Oporto.
8. External review by OECD, European Commission – European Agency.
THE PROCESS – MONITORING
1. New framework for School Quality Assessment
2. Inclusive approach to inclusion (ALL)
3. Student Voice and Human Rights Education
THE PROCESS – 3 IMPORTANT ASPECTS
THE PROCESS – COPING WITH TENSIONS AND DIFFICULTIES
Tensions/Dillemas Response
Assessment (internal and
external/international)
Training on formative assessment
Indepth evaluation of results of exams
Public perception of purpose of school Good media coverage – lightouse schools
Access to University ___
Disciplinary tradition Examples from citizenship, arts, local
heritage
Ageing teaching body ___
Curriculum overload Monitoring every two years / focus on
mathematics
Bureaucracy Evaluation / Good practise guide
Work in Progress
Teacher training
Constant follow-up – Evaluation of the law
Production of indicators.
Networking and collaboration