Inclusive Education in Portuguese Higher Education: A Study on the Conceptual (In)Definition of Students in Institutional Documents

Author:

Figueiredo Mariana Calhau de1,Coelho Orquídea2,Veiga Amélia2

Affiliation:

1. Center for Research in Higher Education Policies (CIPES), Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP), 4200-135 Porto, Portugal

2. Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Educational Sciences of the University of Porto (FPCEUP), 4200-135 Porto, Portugal

Abstract

Over time, inclusive education has evolved in the search for more appropriate designations for its target audience, aiming to promote inclusive language and combat prejudiced and discriminatory behavior. More current paradigms, such as the Universal Design for Learning and the Multilevel Approach, propose completely abandoning the use of designations for students (1). This qualitative study uses a documentary analysis to examine how the statutes of 26 Portuguese public higher education institutions (HEIs) designate students who need academic support and to understand the educational concepts associated with these designations (2). The results revealed that Portuguese HEIs still adopt various student designations, often based on a medical model of classification and diagnosis. Furthermore, these designations do not fully encompass academic diversity, nor do they consider the diverse needs that students may present throughout their academic journey, which consequently limits access for all to inclusive practices in higher education (3). Considering these findings, there is an urgent need to abandon student designations in Portuguese HEIs and promote inclusive practices that cater to everyone, ensuring that students remain in and succeed in higher education, regardless of medical validation (4).

Funder

Foundation for Science and Technology

Strategic Project of CIPES—Higher Education Policy Research Center

CIIE-Centre for Research and Intervention in Education

Publisher

MDPI AG

Reference38 articles.

1. Special education: A brief terminological review;Ribeiro;Uningá Rev.,2018

2. Educação Inclusi;Silva;Rev. Científica Sem. Acad.,2017

3. Vivarta, V. (2003). Mídia e Deficiência, Andi/Fundação Banco do Brasil.

4. Warnock, H.M. (1978). Special Education Needs: Report of Committee of Enquiry into the Education of Handicapped Children and Young People, Her Majesty’s Stationery Office.

5. Implementação do Decreto-Lei nº 3/2008: Perspetivas dos docentes de educação especial / Implementation of decree-law no. 3/2008: Perspectives of teachers of special education;Duque;Rev. UI_IPSantarém,2017

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