1. Portugal
MENCIA SANDROBE-ZUNDERT

2.  Law - Decreto-Lei nº 3/2008, de 7 de Janeiro
 Inclusive education
 StudentsWith Special Needs
 Specialized Suport
 Special Education in schools
 Special Schools and Units
 Process of referral
 Individual Educational Program
 IndividualTransition Plan
 Educational Measures

3.  The present law defines the support specialist
to provide pre-school education and in primary and
secondary sectors of the public, private and
cooperative, creating conditions for the adequacy of the
education process for students with special educational
needs with significant limitations.

4. EDUCATION IN PORTUGAL
 Inclusive education aims to educational equity, and
this meant to guarantee equality, both in access and
outcomes.
 In the context of educational equity, the system and
educational management must ensure the diversity of
strategies to students with special needs.
 The inclusive school requires individualized and
personalized educational strategies, as a method to
pursue the objective of promoting skills enabling
universal access to full citizenship.

5.  Students with limited significant level of activity and
participation, one or more areas of life, resulting from
changes, structural and functional, permanent, resulting
difficulties in continuing the level of communication,
learning, mobility, autonomy, interpersonal relationship
and social participation.

6.  The specialized support may involve the adaptation of
strategies, resources, content, processes, procedures
and instruments as well as use of technology support.
 Therefore, it is not only measures for students but also
measures of change in the school context.
 Some disabilities require positive action that require
different degrees of intensity and specialization.

7.  Special education aims at the inclusion educational and
social, educational access and success, autonomy,
emotional stability, and to promote equal opportunities,
preparation for further studies or for adequate
preparation for employment and for a transition from
school to employment of children and youth with special
needs.

8.  The schools financed Ministry of Education can not
reject the registration of any child or young based on
disability or educational needs.
 Children and young people with Special needs have
priority in registration, to attend the kindergarten or
school-children.

9.  Schools should include in their educational projects the
adjustments related to teaching and learning,
organizational and operational nature, necessary to
respond adequately to children and young people to
ensure their greater participation in the activities of
each group or class and school community in general.

10.  Specialized Services for Special Education in schools
 The specialist services of special education designed to
promote the existence of conditions that ensure the full
integration of pupils, should combine its business with
the structures of educational guidance.
 Specialized services of special education:
Psychology and guidance services;
Special education group.

11.  Special Schools
a) Schools of reference for bilingual education deaf
students;
b) Schools of reference for the education of blind students
and low vision.
 Units
a) Structured teaching units for the education of students
with autism spectrum disorders;
b) Units of specialized support for education students with
multiple disabilities and congenital deaf-blindness.

12.  Should occur as early as possible, detecting the risk
factors associated with limitations or disability.
 The referral shall be made at the initiative of parents or
guardian, the emergency services earlier, teachers or
other experts or services that involved with the child or
young person or have knowledge the possible existence
of special educational needs.

13.  Process of referral/evaluation
 The model of the individual educational program is approved by resolution of the
pedagogical council and includes process data of the individual student, including
identification, school history and relevant staff, conclusions the evaluation report
and the adjustments in the process teaching and learning to perform, indicating
goals, strategies, human resources and materials
and evaluation forms.
 The model incorporates the individual educational program indicators
functionality as well as factors which function as environmental or as facilitators
barriers to business and student participation in school life obtained by reference
to the International Classification of Functioning, Disability and Health, in terms
that identify the profile of specific functionality.

14.  The model of individual educational program shall
include, among others, must:
a)The identification of the student;
b)The summary of the school history and other
background relevant;
c) characterizing feature indicators and acquisitions and
difficulties of the student;
d)The environmental factors which act as facilitators or
as barriers to participation and learning;
e) Definition of educational measures to be
implemented;

15.  The model of individual educational program shall include,
among others, must:
f) Breakdown of the contents, the general aims and specific
to achieve and the strategies and resources and materials
to be used;
g) Level of student participation in educational activities the
school;
h) Time distribution of the different activities planned;
i) Identification of staff responsible;
j) Definition of the evaluation process of the implementation
the individual educational program;
l)The date and signature of participants in their preparation
and those responsible for implementing educational
responses.

16.  Students with special needs should complement the
educational program individual with an individual transition
plan to promote the transition to life after school and,
whenever possible, to pursue a
professional with appropriate rehabilitation, family or an
institution for occupational status.
 The implementation of individual transition plan, begins
three years before the age limit of schooling required,
without prejudice to the preceding article.
 In order to prepare the transition from young to life after
school, the individual transition plan should promote training
and skills
social conditions necessary to introduce the family and
community.

17.  The educational measures referred are:
a) Support personalized teaching;
b) Adequacy individual curriculum;
c) Adequacy in the process of registration;
d) Adequacy in the evaluation process;
e) Curriculum specific individual;
f)Technology support.

18.  Natação.wmv

19.  Bilingual education of deaf students
1 -The education of deaf children and young people should be made in bilingual
environments that allow the domain the LGP, the domain of written Portuguese
and eventually spoken, racing to the school contribute to the growth language of
deaf students, to the adequacy of the process
access to the curriculum and the educational and social inclusion.
2 -The concentration of deaf students, entered a linguistic community and a
reference group socialization consisting of adults, children and youth different
ages using the LGP promotes conditions developmentally appropriate language
and this enables development of teaching and learning in groups or groups of
deaf students, starting this process in early ages and concluding in secondary
education.
3 -The reference schools for bilingual education of deaf students shall constitute a
specialized educational response developed in clusters of schools or schools
secondary to concentrate these students in a school in groups or classes of deaf
students.

20. Agrupamento Escolas Cavaco
Filme Cavaco
Escola Humana

21.  Education of students with low vision and blind
1 -The reference schools for the education of students
blind and low vision children and youth focus one or more
counties, depending on its location, existing transport
network.
2 – Schools shall constitute an educational response developed
in specialized groups of schools or high schools that focus
and blind students with low vision.

22.  Units of structured teaching for education of students
with autism spectrum disorders
1-These Units are one education response developed
specialized in schools or school clusters to concentrate
groups of students who manifest this disorders
2-The organization of the educational
response should be determined for
the degree of severity, level of
development cognitive, linguistic
and social, educational level and age.

23.  Units of specialized support for education students
with multiple disabilities and congenital deaf-
blindness.
1 –This Units are a specialized educational response
developed in schools or school clusters that focus
groups of students who show these problematic.
2 -The organization of the educational response must
be determined manifested by the type of difficulty, the
level cognitive development, language and social and
age of the students.

24.  Agrupamento Escolas Oliveira Junior

25. 1 - In the context of early childhood (0-5 years old) intervention
are created groups of schools of reference for the placement
teachers.
2 -The objectives of the school clusters are:
a) Ensure coordination with health services and social
security;
b) Strengthen the technical teams,
providing services within the early
childhood intervention,
financed by social security;
c) Ensure, within the ME, the provision of services of early
childhood intervention.

26.  CERCIS
The CERCI's emerged from the second half of the 70s, and an initiative for
parents, coaches and individuals concerned with the problems of people
with intellectual disabilities and are part of a movement range of
charitable giving and the testimony of the power dynamics of Portuguese
society, who faced with the problems of people with intellectual
disabilities.
The CERCI's assume themselves as providers of services involved
additionally in areas that are the inalienable responsibility and obligation
of the State.

27.  CERCIS
The major objective of CERCI's structure is appropriate and necessary responses to the
development of children, youth and adults with disabilities, as well as support and promote
diversified so their inclusion in society.
At the beginning of its activity, the work of CERCI's was primarily directed to the school age
population and consisted in supporting special educational needs. Thus, pioneered in Portugal in
the creation of Schools of Special Education for children with intellectual disabilities and / or
multiple disabilities, breaking with a tradition of care only care hitherto prevalent in our country.
A significant number of cooperatives, provide a significant number of valences of care in order to
cover different ages and different degrees of disability.
Part of these valences, theVocational Training Centres, Occupational Support Centers,
Residential Units, Units Early Intervention, Centers for Protected Employment, Enclaves and
Family Support Units, Home Care, among others.

28.  National Distribution CERCI’s
 Filme

29. Portugal