After the 25th of April 1974, Portugal was marked by legislative developments in major areas defining a democratic society, including education. The aim of this paper is to describe a comprehensive analysis of the legislation on education for children with disabilities in Portugal, exploring commonalities with international developments regarding children's rights and access to education. A document analysis was conducted on the chronology of laws on education for children with disabilities over the last 50 years coupled with assessment of quantitative indicators of their access to mainstream schools. Findings confirm the accomplishment of significant legislative developments following the 25th April 1974 affirming and reaffirming the right of children with disabilities to education in mainstream settings and establishing support for them to succeed in school. Legislative developments were analysed within Göransson & Nilholm's framework (2014), describing evolving categories to education from physical placement in mainstream schools towards the building of an inclusive and supportive school community based on principles of equity, care and justice. Legislative developments were consistent with the focus of international conventions as well as the emphasis on access to education in mainstream schools, highlighting that inclusive education for children with disabilities has been mainly a policy-driven process.

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Democracy,Educational policy,Inclusion,People with disabilities,Portugal,Special educational needs