Inclusive Education in Portugal: Teachers’ Professional Development, Working Conditions, and Instructional Efficacy

João Lamego Lopes,Célia Regina Oliveira

doi:10.3390/educsci11040169

João Lamego Lopes, Célia Regina Oliveira

Open Access

https://doi.org/10.3390/educsci11040169

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Abstract

Inclusive education policies thin the boundaries of special and regular education as well as teachers’ roles and competencies. The present study, using data from TALIS 2018, aims to find out whether Portuguese teachers working in classes directed entirely or mainly to special education needs students (SENS) differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS. The results show small but significant differences between teachers working and teachers not working entirely or mainly with SENS in professional development needs, perceived opportunities for professional development, and stress involved in modifying SENS lessons. No other significant differences were found. Still, the results show that both groups of teachers perceive significant professional development needs and barriers to professional development but are optimistic about the quality of professional development, job satisfaction, and self-efficacy in instruction. However, teachers of both groups are pessimistic about professional collaboration, a key element of inclusive education. Overall, it seems that some critical elements of inclusive education are still to be implemented in Portuguese schools.

Highlights

The field of special education faces significant challenges in the context of national and international educational reforms
The study aims to know whether teachers working in classes directed entirely or mainly to SENS differ from teachers working in classes with few or no SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS
The main goal of our study was to know whether teachers working in classes directed entirely or mainly to SENS differ from teachers working in classes with few SENS in the following areas: (a) professional development needs in special education; (b) perceived barriers to professional development; and (c) teaching and work features related to SENS

Summary

Introduction

The field of special education faces significant challenges in the context of national and international educational reforms. There is no consensus about the best educational model(s) for SENS, and inclusion is still a controversial topic in education. A dominant perspective about inclusion (e.g., [2,3,4,5]) considers that the most critical issue is where SENS are educated. This perspective is the basis for the politics of full inclusion. Another perspective considers that instruction, not the place, is the priority for SENS [1,6,7,8,9]. The discussion has continued for decades, both sides’ arguments are worthy of consideration

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