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Repercussion of the Education Policy of Special Education in the Portuguese Educational System

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Repercussion of the Education Policy of Special Education in the Portuguese Educational System International Journal of Technology and Inclusive Education (IJTIE), Volume 6, Issue 2, December 2017 Repercussion of the Education Policy of Special Education in the Portuguese Educational System Orlando Silvestre Fragata Universidade Fernando Pessoa, Porto, Portugal Abstract assistance character of the first phase of this stage This paper is a result of previous investigations, becomes education during the First Republic (1910), which occurred mainly in the classroom and in the which, ideologically imbued with the ideals of the perspective of its actors. Some disarticulation related French Revolution, sees the education as the biggest to educational policies are detected, which concern of political power [4]. conditioned the performance of school leadership Despite these changes, the Special Education and teachers. So, in this second stage, we decided to remains static and is transmitted most often in conduct an investigation that examined the residential schools, far away from the families of contribution of the democracy regime of the origin, while others are in special classes located portuguese educational policies in the field of special within the regular schools. Special education behaves education for the period between 1973 and 2004. like a subsystem inside - but marginally - the general The main questions to investigate are as following: education system. - Which contribution is provided by the Constitution The 60s are the stage of consolidation and of the Portuguese Republic regarding Special expansion of these specific centers. During this Education? period, highlights the official and public intervention - What does the Base Law of Educational System conducted by the Ministry of Social Affairs, mainly regulate regarding Special Education? focused on the creation of centers and conducting - Which were the education policies of the training programs for professionals. At this stage, a governments relatively to Special Education? particular center deserves special attention. The The methodological strategy is based on the Children's Center Hellen Keller for children with technique of ‘Case Study’ with qualitative nature. blindness, which started in 1965 with the first integration experience welcoming in their classes, at 1. Introduction the same time blind, visually impaired and normal vision children. Some of his students continued their Portugal has invested in measures of educational integration in the preparatory and secondary schools, policy that have been taking two fundamental points: where at that time still was in place the Popular 1) the effectiveness and improving education; and 2) Education Plan Pires de Lima, published by Decree- a reduction in school dropout and failure rates, and Law No. 38968 of October 27, 1952. This opens the the right of education for everyone [5], [7]. door to the last and current phase [4]. The special education in Portugal, like other European countries, has moved forwards and 2. Theoretical context backwards. Any diachronic analysis of special education in Portugal can only be performed and During the X Constitutional Government, a interpreted from the global system context of minority government and the first of the three education, usually designed for a "normal" pattern. executives of Prime Minister Cavaco Silva, that was This is characterized by a lack of resources and outlined some of the major fundamental reforms. In scarce permeability to proposals from countries with the field of education, João de Deus Pinheiro which Portugal habitually identifies. The special [Minister of Education] launches the biggest reform education process in Portugal follows the same steps of the III Republic, with the Base Law of as those countries [6]. In this context, we can speak Educational System [12]. of a first phase commonly referred to as the "era of The report of Iberian-American States the institutions", which covers the period from the Organization (2003) on Portugal states that the second half of the 19th century and early 20th century, definition of the present educational system (1986- characterized by the creation of historical special 1997) begins with the publication, in 1986, of the education centers. Just as the rest of Europe, the only Base Law of Educational System. The right to education and culture for all children is included in this diploma: the nine years of compulsory education are extended; all young people are guaranteed Copyright © 2017, Infonomics Society 1087 International Journal of Technology and Inclusive Education (IJTIE), Volume 6, Issue 2, December 2017 training for working life; the right to a fair and reorganization of the educational system through its effective equality of opportunity; the freedom to subdivision in pre-school, school and out-of-school learn and teach; the training of young people and education. adults who abandon the system (recurrent In this context, the general organization of the education); and the educational improvement of the educational system contemplates several entire population. (p. 26) fundamental aspects that provide an overview of the system. However, we are going to look only at the formal structure, the organizational structure. The education system, in Law No. 46/86, of MES- DOUTO- October 14, (law that created a new organization of TRA- RA- the educational system), includes pre-school DO education, school education and out-of-school MENTO (a) education (article 4, Point 1). Pre-school education is intended for children between the ages of 3 and entry into compulsory schooling, which is optional. LIC. The school education contains basic, secondary DESE DESE (a) and higher education, integrates special modalities LIC. and includes leisure activities (Article 4, point 3). The basic education, which corresponds to (a) compulsory schooling, takes place over nine years, BACHARELATO from six to fifteen years of age, and comprises three (a) POLITÉCNICO ENSINO sequential cycles: the first four-years cycle; the UNIVERSITÁRIO ENSINO second, two-years cycle; and the third, three-years cycle (Article 8 (1)). 18 According to Telo [12], Roberto Carneiro proved 12 as one of Cavaco Silva's ministers with more 11 ENSINO SECUNDÁRIO capacity for fulfillment and imagination, which implements the Base Law of Educational System, in 10 which a significant effort is made to apply this 15 concept [universal and free application of compulsory education], with major investments that 9 involve the construction or renovation of some 400 8 3.º CICLO schools and the extension of pre-school education." [12]. 7 Based on the analysis of the Base Law of 12 Educational System, published by Law No. 46/86, of 6 2.º CICLO October 14, we verified the existence of new 5 assumptions that determine aspects such as 10 4 universality, compulsion and gratuitousness, duration ENSINO BÁSICO ENSINO of basic education (nine years). 3 The decades 70-90 meant the establishment of 1.º CICLO OBRIGATÓRIA ESCOLARIDADE 2 educational integration. The major policy change of April 25, 1974, was a decisive step for equality 1 before the law and the right of everyone to 6 education. However the article 74 of the Constitution of April 2, 1976, consigns that everyone has the right to education, guaranteed the right to equal opportunities, access and school success, the same EDUCAÇÃO PRÉ-ESCOLAR time as promotes and supports the special education for 'disabled people'. But, as in other countries, it took several years for the legislative development. The Law of the Education, 1986, again recalls the (a) Variable duration already established right to ensure that children with Figure 1. General organizational chart of school special educational needs, with physical and mental and pre-school education (adapted [11]) disabilities explicitly derived from deficiencies, the appropriate conditions for the full development of However, the great innovation of the Base Law their faculties. And one more time it was necessary of Educational System consisted in the to wait almost five years, the legislative development Copyright © 2017, Infonomics Society 1088 International Journal of Technology and Inclusive Education (IJTIE), Volume 6, Issue 2, December 2017 needed to enforce the rights originally established. 3. Methodology and procedures Decree-Law No. 35/90, of 25 January, establishes for the first time that students with special educational Having regard to these questions, the draft of the needs resulting from physical or mental disabilities, proposed research had as main objective are subject to fulfilment of compulsory education "Understanding that education policies for Portugal and cannot be exempted from the frequency. between 1973 and 2004 in the context the Special It is in this educational context related to special Education". education which converges a fundamental aspect as To achieve this general objective, we proposed are the education policies related to diversity of to: students. The promotion and development of Describe and analyze the Constitution of the educational policies based on the right of all pupils to Portuguese Republic, in the framework of equity and quality education will undoubtedly to Special Education; achieve greater social cohesion. Describe and analyse the Base Law of These aspects highlight the importance and Educational System, in the framework of urgency of policy development to promote inclusive Special Education; education in Portugal. Thus, it was intended to go Identify, in government programs, with a different look, understand and deepen
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