What is Special in Special Education from the Inclusive Perspective?

Year 2017, , 50 - 65, 30.06.2017

Juliene Madureira Ferreira Marita Mäkinen

https://doi.org/10.20489/intjecse.330091

Abstract

The article offers insights into the discussion of
the terms ‘special’ and ‘inclusive’ applied as concepts to define educational
inclusion. By analyzing three cases where a school’s routine was followed, it
was possible to interpose discourse and practice to highlight how
contradictions in educational practices are constituted in the micro level of
classroom reality. Data were collected through interviews, video-recordings and
school documents in two Early Childhood Education Schools in Brazil. Through a
qualitative epistemology analysis, the key findings pointed to contradictions
regarding the role of teachers towards the implementation of pedagogical
practices and the special education support actions. We discuss the need of
reconsideration of what is understood by special education system and argue
that human development is the key to develop inclusive practices.

Keywords

Human Development, Educational Inclusion, Special Education, Early Childhood Education

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