Advisor(s)
Abstract(s)
In this study, we analyze the perspectives of early childhood educators working in various
teaching sectors on inclusion in preschool education, following the publication of Decree-Law no.
54/2018, as of 6 July, at a time when learning and inclusion support measures are being extended
to all children and the SARS-CoV-19 (COVID-19) pandemic prevails in Portugal and worldwide.
Based on a mixed methodological approach and the application of a questionnaire survey of 250
early childhood educators, we reflect on the implementation of the legal framework, involvement
of the multidisciplinary learning and inclusion support team (EMAEI), teacher training, pedagogical/
collaborative work, and mobilized support for preschool education children. The results obtained
indicate quality and effectiveness in the pedagogical plan, and collaborative work between teachers
and specialist technicians, although higher education in the field of inclusive education does not
seem to provide professionals with the necessary and in-depth knowledge on the subject. They also
indicate that, alongside dissatisfaction with the insufficient support provided to preschool education
children, the relevant diploma is not fully applied, with doubts still remaining about its application.
Description
Keywords
Education Preschool education Inclusion Public policies
Citation
Bonança, Rita Simas; Bulhões, Paulo César Fróes; Leonido, Levi; Morgado, Elsa (2023). Decree-Law 54/2018: perspectives of early childhood educators on inclusion in preschool education in Portugal. Education Sciences. eISSN 2227-7102. 13:7, 1-16
Publisher
MDPI