Enhancing Educational Quality by Inclusive Education in Portugal: An Analysis of External Evaluation Reports

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Abstract

The Portuguese government has embraced a comprehensive legal framework for inclusive education, addressing student diversity as a quality concern. The External Evaluation of Schools (EES) plays a crucial role in enhancing school quality, focusing on teaching and inclusivity. This study analyzes EES reports, specifically the Provision of Educational Service (PES) domain. Disparities between schools graded as excellent and sufficient in PES were examined; as of now, no schools have been classified as insufficient in this domain. Using mixed methods, among 151 reports, more schools received sufficient evaluations (n=11) than excellent (n=2) in the PES domain. Findings emphasize the need for deeper reflection on PES practices, particularly inclusivity in the EES process despite Portugal's comprehensive inclusive education framework.

Authors

• Sofia Rodrigues, University of Minho

• Joana Raquel Sousa, Universidade do Minho

• José Carlos Morgado, Instituto de Educação da Universidade do Minho