![]() Thus, it is worth mentioning that inclusion should be an example that we need to disseminate and apply in the most varied spaces, whether educational, symbolic, cultural, physical and social, because from inclusion we can recognize each individual in the diversity of their specificities, their identities, their genders, their characteristics, their cultural heritages, their descendants, etc.Īs Camargo (2017, p. In the trajectory of Special Education, it was remarkable the exclusion of these people as full citizens, observing from the impediment of their living in society, without being able to enjoy common spaces of social coexistence, to actions that segregated these individuals to the classrooms of Special Education to stimulate their capacities, with a partial look more focused on “disease” and limitations, than for its potential.Īlthough the concept of inclusion is always being widely discussed by education scholars, unfortunately this theme can still be misunderstood by some people, as we often see expressions such as “inclusion room” even within the school community itself. ![]() ![]() In the history of education of children with some kind of special need, we can observe that, until a few years ago, we found several paradigms of an exclusionary nature in relation to the teaching-learning process of these students. Keywords: Special Education, accessibility, School Community, inclusion. ![]() Through this study, we show that, although we have advanced a lot with the debate on this theme among education professionals, it is still necessary to delve deeper into the reflections on how to implement a school that really provides accessibility to children with special needs and, another aspect also very important, create a welcoming environment for these students, involving the entire school community in this project of inclusion and citizenship training. As a basis for studies, we examine: some books and scientific articles by certain authors in this area, the Law of Guidelines and Bases of National Education, the Federal Constitution of 1988 and the document prepared at the World Conference on Special Education at the meeting promoted by the United Nations in Salamanca, Spain, in 1994. This is an analysis of the trajectory of special education in Brazil, going on a 26-year path from the Salamanca Declaration, where it was determined that every child should have the right to education preserved, until the present day. Revista Científica Multidisciplinar Núcleo do Conhecimento. A brief history of Inclusive Education: Characteristics of specialized educational care. ![]()
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