Human Rights, Persons with Disabilities, ICF and the Convention on the Rights of Persons with Disabilities - Training Toolkit

No abstract available

The missing link: teacher learning for diversity in an area-based initiative in Portugal

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de Intervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does theprogramme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning,such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore,two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, mostprofessional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transformingeducation for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe

Manjkajoci clen: ucenje uciteljev za raznolikost v podrocno zasnovani iniciativi na Portugalskem

As an attempt to promote educational success in socio-economically disadvantaged contexts, area-based initiatives are often launched in Europe, such as the programme Territórios Educativos de ntervenção Prioritária in Portugal. Given the importance of teaching quality to enhance student learning and considerable student diversity in the schools included in this initiative, this article explores opportunities for teacher learning for diversity within the programme. Documentary analysis was conducted on 188 school documents from 95 school clusters in the programme. The following research questions were asked: Does the programme promote teacher learning? In what ways is teacher learning promoted? Does teacher learning address diversity? The findings suggest that some interventions provide the possibility of teacher learning, such as the processes of learning together, pedagogical supervision, reflection, and attending professional development courses. However, diversity seemed to be largely missing from these initiatives. Furthermore, two cornerstones of teacher learning for diversity were absent: teachers’ critical reflection on students’ inclusion/exclusion; and learning from/with students, families, and communities. Additionally, most professional development opportunities were organised around and measured by students’ academic results, thus positioning teacher learning as instrumental in raising school success, rather than a core of transforming education for diversity. These results call for policies within the Territórios Educativos de Intervenção Prioritária programme to include teacher learning that engages with and fosters critical thinking around diversity and to involve communities’ and students’ voices in order to truly tackle social exclusion. The findings can contribute to the debate on the approach to diversity in area-based initiatives in Europe. (DIPF/Orig.

Human Rights, Persons with Disabilities, ICF and the Convention on the Rights of Persons with Disabilities - Training Toolkit

No abstract available

Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion

The international trend to develop inclusive systems, has resulted in pressure on national governments to develop policies that promote quality education for all. In 2017–18 Portugal has adopted progressive educational policies with regards to inclusive education, that attempt to reconcile school values, curriculum and pedagogies. This article critically analyses changes proposed by this wave of educational policy reform and establishes the need for a strong continuous professional development of mainstream teachers to support them to develop as reflexive and inclusive practitioners. The analysis applies two models of change to examine the ‘policy ecology’ and consider the initiatives used to enact change in Portuguese schools. The policies have prioritised the development of schools in which all students are welcome, able to participate and succeed. While this wave of policy reform has relied both on formal and non-formal forms of teacher education, there is a danger of superficial approaches that may not support teachers in the process of change

International inspiration and national aspirations: inclusive education in Portugal

This article critically analyses the recent developments and changes towards Inclusive Education in Portugal, through a policy analysis that includes the last three legislative frameworks. These policies will be analysed within their cultural and historical context, to explore the similarities and differences in the conceptualisations of diversity and inclusion; and the influence of international policies in the national policies that regulate the Portuguese schools’ role in ensuring education for all. The 2018 policies aim to ensure that all students, regardless of their personal and social situation, have access and participate in an inclusive school, which aligns with the Salamanca Statement and Framework for Action (1994)

A acurácia do estudo de difusão na avaliação pré-operatória do carcinoma do endométrio

To evaluate the added value of diffusion-weighted imaging (DWI) in the preoperative assessment of myometrial invasion in endometrial cancer, in comparison with T2-weighted imaging (T2WI) and dynamic contrast-enhanced magnetic resonance imaging (DCE-MRI).A acurácia do estudo de difusão na avaliação pré-operatória do carcinoma do endométrioinfo:eu-repo/semantics/publishedVersio

Attachment Strategies and Neuroendocrine Biomarkers in Obese Children

Financial support by FCT, SFRH/SINTD/60115/2009, FSE-UE.Introduction: Quality of the parent-infant relationship influences the mechanisms of development of the child's physiological stress regulation. This study explored associations between attachment strategies and both cortisol and thyroid stimulating hormone, hypothesized to be respectively a potential mediator and a potential intervening variable of the mother-child relationship in obese children. Material and Methods: A sample of 83 obese children (46 boys), aged 10.9 (1.8) years was recruited from a child obesity clinic. Obesity was defined by body mass index percentile adjusted for age and sex. Metabolic biomarkers were measured by routine methods. Attachment strategies were assessed with self and parent-report questionnaires. Family functioning was assessed with parent-reported questionnaires (FACES-III). Multivariate linear regression analyses were performed. Results: Type A, avoidant attachment strategies, had significant positive association with thyroid stimulating hormone levels and negative association with cortisol levels (R-2 = 0.352). Type B, secure attachment strategies, had significant positive associations with both hypothyroidism and body mass index percentile (R-2 = 0.541). ``Insecure attachment'' (types A and C combined) strategies showed some evidence of positive association with thyroid stimulating hormone (R-2 = 0.250). Discussion: These findings suggest that there may be commonalities in the regulation of hypothalamic-pituitary-adrenal and hypothalamic-pituitary-thyroid axes. Processes involved in development of the type A attachment strategy appear to be associated with effects on the regulatory mechanisms of the hypothalamic-pituitary-adrenal axis. Conclusions: In obese children, different attachment strategies are associated with diverse metabolic profiles. How this may contribute to developing differentiated treatment approaches remains to be explored.publishersversionpublishe