Inclusion of students with specific educational needs: a structured path for changes
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Abstract
and is characterized by multiple actors, bias, conflicts and lack of clear information. Although the operational
guidelines for Specialized Educational Assistance are required by law, the practical implementation of such
guidelines depends on contextual immersion where it is applied. The purpose of this paper is to identify activities
necessary for the inclusion of students with Specific Educational Needs through an approach involving Problem-
Structuring Methods. For this purpose, a multi-methodology was assembled that combines the classical approaches
of Value-Focused Thinking and Soft System Methodology. The constructed multi-methodology was applied in a
case study in a unit of the Federal Education System. The main results indicate that some established assumptions
should be re-evaluated in the light of the present study.
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