A Cross-Country Overview

By the Portuguese Team

GREECE

TURKEY

ROMANIA

POLAND

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Dear partners,

The Portuguese team is summarizing the main objectives of the project in the countries participating. So, we would very much appreciate your collaboration answering some questions we think are pertinent and may illustrate the differences among the various teams.

1. What are the main objectives of your project?
2. What does your formative offer consist of?
3. Do your pupils with special needs attend the same schools as the others?
4. What human resources and materials are available?
5. Do special needs pupils have some kind of follow up after finishing their education?

If yes, what does it consist of?

Are there any institutions included in this follow up?

6. Does the government finance schools?

Thank very much for your collaboration.

The Portuguese Team of Special Colours of Life

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Main Objectives to join

the project

Detailed data; state-supported strategies; employment enhancement

Professional skill development; adaptation of international employment models; teacher development

Cross-cultural learning; diverse educational pathways; network building for improving professional practices

Practical skill development; independent living; cooperative enterprise models for social and economic integration

To share experiences that may enhance the inclusion and preparation of students with severe disabilities both in school and in everyday life

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Formative Offer

Vocational training tailored for mental disabilities through state collaboration

Vocational training in 4 fields (Clothing/Textiles, Mechanics, Carpentry, Agriculture) integrated with mainstream education

Multi-tiered system (High School, dual-stage Vocational Programmes, Special Vocational School) with advanced support services

Collaborative training via the COINSEP project, combining work experience in a cooperative enterprise with educational support

Public schools provide curricular adaptations and transition plans for moving towards active life (PIT).

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Integration

Primarily mainstream inclusion with specialised settings for students with more severe disabilities

Mainstream integration with auxiliary support and an option for specialised education when needed

Choice-driven: mainstream integrated education with accommodations or dedicated specialised pathways

Dual pathway: mainstream for specific learning difficulties and dedicated special schools for complex needs

In Portugal, there is both Special Education within mainstream schools and specialised teaching in schools dedicated to students with severe disabilities (e.g., Cercisa, Gulbenkian, Helen Keller, Arte Sã)

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Human Resources

Specialised staff and institutions

22 specialised teachers; individualised psycho-pedagogical support

Extensive multidisciplinary teams; modern facilities with: therapy rooms; IT labs; adaptive learning environments

Specialised staff (therapists, social workers, etc.) working in tech-equipped classrooms using adaptive software solutions

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These institutions offer specialised teachers, personal assistants (depending on the student’s needs), psychologists, speech and occupational therapists, as well as technological equipment, digital books, supportive products, and a resource centre for inclusion at municipal level

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Follow-Up

Individualised follow-up mainly through İş-Kur

No follow-up after school-based support and vocational training

Comprehensive support including: financial aids; training; institutional collaborations for job placement

One-year apprenticeship programme post-secondary education with no extended institutional follow-up

No follow-up after school

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Government Funding

Fully  funded

Funded by a mix of County and local administrations with government-paid teacher salaries

Free public education with strong government and EU-backed financial support

Government  funding is often insufficient to fully support comprehensive needs

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Funding depends on the type of school. If a school has a Special Unit, part of the financing is allocated for Special Education. Otherwise, the school headmaster determines the amount of funding provided

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Common Aspirations

All five countries are committed to enhancing the vocational skills and life outcomes of students with special educational needs by focusing on integration, personalised training, and seamless transitioning into the workforce.

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Unique Strategies

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