{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T13:38:49Z","timestamp":1764596329777,"version":"3.46.0"},"reference-count":61,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2025,11,29]],"date-time":"2025-11-29T00:00:00Z","timestamp":1764374400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100019370","name":"National Funds through the FCT\u2014Foundation for Science and Technology","doi-asserted-by":"publisher","award":["UIDB\/05507\/2020"],"award-info":[{"award-number":["UIDB\/05507\/2020"]}],"id":[{"id":"10.13039\/501100019370","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>This article proposes a comparative analysis of Decree-Laws No. 3\/2008 and No. 54\/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO\u2019s monitoring reports (GEM Reports), this research assesses the structural and conceptual changes underlying Portuguese education policy. The research follows a qualitative approach, of an exploratory and interpretative nature, using comparative document analysis as the central method. The results reveal a transition from a model focused on categorizing students with special educational needs (SEN) to an approach focused on universally meeting the needs of all students. The Discussion and Conclusions and Recommendations highlight the need to strengthen teacher training, pedagogical leadership, and monitoring based on disaggregated data, as recommended by UNESCO.<\/jats:p>","DOI":"10.3390\/educsci15121612","type":"journal-article","created":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T13:03:02Z","timestamp":1764594182000},"page":"1612","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3\/2008 and No. 54\/2018 in Portugal Based on UNESCO Reports"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3653-7876","authenticated-orcid":false,"given":"Elsa Gabriel","family":"Morgado","sequence":"first","affiliation":[{"name":"Center for Studies in Education and Innovation (CI&DEI), Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal"},{"name":"Polytechnic Institute of Bragan\u00e7a, 5300-253 Bragan\u00e7a, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3088-8413","authenticated-orcid":false,"given":"Antonino","family":"Pereira","sequence":"additional","affiliation":[{"name":"School of Education, Center for Studies in Education and Innovation, Polytechnic Institute of Viseu, 3504-510 Viseu, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2079-3234","authenticated-orcid":false,"given":"Lu\u00eds Borges","family":"Gouveia","sequence":"additional","affiliation":[{"name":"Faculty of Science and Technology, University of Fernando Pessoa, Pra\u00e7a 9 de Abril, 349, Ramalde, 4249-004 Porto, Portugal"}]},{"given":"Jo\u00e3o Bartolomeu","family":"Rodrigues","sequence":"additional","affiliation":[{"name":"School of Human and Social Sciences, University of Tr\u00e1s-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal"},{"name":"Communication and Society Research Centre (CECS), University of Minho, 4710-057 Braga, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6603-034X","authenticated-orcid":false,"given":"Levi","family":"Leonido","sequence":"additional","affiliation":[{"name":"School of Human and Social Sciences, University of Tr\u00e1s-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal"},{"name":"Center for Research in Arts Sciences and Technologies, Portuguese Catholic University, 4169-005 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,11,29]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"25","DOI":"10.21814\/rpe.18677","article-title":"Educa\u00e7\u00e3o inclusiva: Proposta de quadro anal\u00edtico e aplica\u00e7\u00e3o ao caso portugu\u00eas","volume":"34","author":"Abrantes","year":"2021","journal-title":"Revista Portuguesa de Educa\u00e7\u00e3o"},{"key":"ref_2","first-page":"1","article-title":"A caminhar para uma escola inclusiva em Portugal: Os desafios sentidos pelos profissionais dos contextos 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