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What is Special in Special Education from the Inclusive Perspective?

Year 2017, Volume: 9 Issue: 1, 50 - 65, 30.06.2017
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.

References

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  • Colus, K. M. (2012). Processos de estabelecimento da atenção conjunta em um bebê vidente e em outro com deficiência visual severa (The establishment of joint attention in babies with severe visual deficit). Dissertacão de mestrado. Universidade de São Paulo, Ribeirão Preto-SP.
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  • Evans, J., & Lunt, I. (2002). Inclusive education: are there limits? European Journal of Special Needs Education, 17 (1), 1–14
  • Farrell, P. (2001). Special education in the last twenty years: have things really got better? British Journal of Special Education, 28(1), 3–9.
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Year 2017, Volume: 9 Issue: 1, 50 - 65, 30.06.2017
https://doi.org/10.20489/intjecse.330091

Abstract

References

  • Alasuutari, P. (2009). The Domestication of Worldwide Policy Models. Ethnologia Europaean, 39(1), 66–71.
  • Almeida, I. G. (2014). Processo de recepção e acolhida da criança em instituições de acolhimento: proteção e/ou (re)vitimização? (Welcoming children in social care institution: protection or victimization?. Tese Doutoral. Universidade de São Paulo, Ribeirão Preto.
  • Ainscow, M.; Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abingdon: Routledge.
  • Amorim, K. S. (2013) Linguagem, comunicação e significação de bebês (Language, communication and meaning making of babies). Theses for full-professorship). Universidade de São Paulo, Ribeirão Preto.
  • Bakhtin, M. (1979). A estética da criação verbal (The esthetic of verbal creation). Trans Paulo Bezerra. São Paulo: Martins Fontes
  • Bakhtin, M. (1992). Marxismo e filosofia da linguagem (Marxism and the philosophy of language). Trans Michael Laudud e Yara Frateschi Vieira. São Paulo: Hucitec, [1929].
  • Bee, H. (2011). The developing child. Boston: Pearson
  • Berg, D. H., & Scheneider, C. (2012). Equality dichotomies in inclusive education: Comparing Canada and France. European Journal of Disability Research, 6, 124–134.
  • Berhanu, G. (2010). Even in Sweden? Excluding the Included: Some reflections on the consequences of new policies on educational processes and outcomes, and equity in education. International Journal of Special Education, 25(3), 148–159.
  • Berhanu, G. (2011). Inclusive Education in Sweden: Responses, challenges and prospects. International Journal of Special Education, 26(2), 125–145.
  • Branco, A. U. (2004). Utilizando a Rede no estudo de contextos de desenvolvimento (Utilizing the Network of Meanings in studies of contexts of development). In: Rossetti-Ferreira, M. C., Amorim, K. S., Silva, A. P. S & Carvalho, A. M. A (org.) Rede de Significações: e o estudo do desenvolvimento humano. Porto Alegre. Editora Artmed. 207–210.
  • Brasil (1996). Lei de Diretrizes e Bases da Educação Nacional (Law of Bases and Guidelines for National Education). Lei n. 9.394, de 20 de dezembro de 1996. Retrieved from http://www.planalto.gov.br/ccivil_03/Leis/L9394.htm
  • Brasil (2000). Decreto lei n. 10.098\00. Estabelece normas gerais e critérios básicos para a promoção da acessibilidade das pessoas portadoras de deficiência ou com mobilidade reduzida, e dá outras providências (Decree- law 10.098/00. Establishes general rules and criteria to promote accessibility for people with disability and low mobility). Available in http://www.planalto.gov.br/ccivil_03/LEIS/L10098.htm
  • Brasil (2005). Decreto lei n. 5.626\05. Regulamenta sobre a Língua Brasileira de Sinais – Libras (Decree- law 5.626/05. Regulates on the Brazilian Sign Language). Retrieved from http://www.planalto.gov.br/ccivil_03/_Ato2004-2006/2005/Decreto/D5626.htm
  • Brasil (2009). Resolução n. 04\09. Institui Diretrizes Operacionais para o Atendimento Educacional Especializado na Educação Básica, modalidade Educação Especial (Operational guidelines for the Specialized Educational Service, by the Special Education). Retrieved from http://portal.mec.gov.br/index.php?option=com_docman&view=download&alias=2135-rceb004-09resolucao04-cne&category_slug=dezembro-2009-pdf&Itemid=30192
  • Brasil (2011). Decreto lei n. 7.611\11. Dispõe sobre a educação especial, o atendimento educacional especializado e dá outras providências (Decree-law 7.611/11. Guide of Special Education and the Specialized Educational Service). Retrieved from http://www.planalto.gov.br/ccivil_03/_Ato2011-2014/2011/Decreto/D7611.htm#art11
  • Bronfrenbrenner, U. (1996). A ecologia do desenvolvimento humano: experimentos naturais e planejados (The ecology of human development: natural and planned experiments). Porto Alegre: Artes Médicas.
  • Carvalho, A. M. A.; Branco, A. U.; Pedrosa, M. I., & Gil, M. S. C. (2002). Dinâmica interacional em grupos (Interaction in group dynamics). Psicologia em estudo. 7, 91–99.
  • Collares, C. A. L., & Moysés, M. A. A. (2010). Dislexia e TDAH: uma análise a partir da ciência médica (Dyslexia and Attention deficit/hyperactivity disorder: an analysis from the medical Science). In: Conselho Regional de Psicologia de São Paulo & Grupo Interinstitucional de Queixa Escolar (Org.), Medicalização de crianças e adolescentes: conflitos silenciados pela redução de questões sociais a doença de indivíduos. São Paulo: Casa do Psicólogo.
  • Corbin, J., & Strauss, A. (2008a). Basic for qualitative research: Techniques and procedures for developing Grounded Theory (4th edition). Los Angeles: Sage.
  • Corbin, J., & Strauss, A. (2008b). Pesquisa Qualitativa: Técnicas e procedimentos para o desenvolvimento de Teoria Fundamentada (Qualitative research: technics and procedures to develop the grounded theory). Porto Alegre. Artmed e Bookman.
  • Corsaro, W. A., & Molinari, L. (1990). From seggiolini to discussione: The generation and extension of peer culture among Italian preschool children. Qualitative Studies in Education, 3(3), 213–230.
  • Corsaro, W. (2003). We’re friends, right? Inside kid’s culture. Washington. Joseph Henry Press.
  • Corsaro, W. (2005). The sociology of childhood. Bervelly Hills. Sage Publications.
  • Colus, K. M. (2012). Processos de estabelecimento da atenção conjunta em um bebê vidente e em outro com deficiência visual severa (The establishment of joint attention in babies with severe visual deficit). Dissertacão de mestrado. Universidade de São Paulo, Ribeirão Preto-SP.
  • Croll, P., & Moses, D. (2000). Ideologies and utopias: education professionals’ views of inclusion, European Journal of Special Needs Education, 15, 1, 1–12.
  • Evans, J., & Lunt, I. (2002). Inclusive education: are there limits? European Journal of Special Needs Education, 17 (1), 1–14
  • Farrell, P. (2001). Special education in the last twenty years: have things really got better? British Journal of Special Education, 28(1), 3–9.
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Details

Journal Section Articles
Authors

Juliene Madureira Ferreira This is me

Marita Mäkinen This is me

Publication Date June 30, 2017
Published in Issue Year 2017 Volume: 9 Issue: 1

Cite

APA Ferreira, J. M., & Mäkinen, M. (2017). What is Special in Special Education from the Inclusive Perspective?. International Journal of Early Childhood Special Education, 9(1), 50-65. https://doi.org/10.20489/intjecse.330091