A qualitative study on inclusion in schools
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Abstract
The inclusion of children with disabilities in schools is a reality in the educational fi eld in the country nowadays. As in any paradigm shift, this movement has encountered diffi culties in being implemented (MANTOAN, 2006). In the opinion of Marquezan (2009), our legislation provides a reductive discourse regarding people with disabilities, and Diniz (2007) makes it clear that a simplifi ed understanding of disability as an expression of an injury, limits the individual's social participation. This present work is from an ethnographic perspective and we focus on in-depth interviews and observations. It aims to describe, understand and to analyze the methods of teachers whose classrooms have students considered "included" in two schools, one public and one private, in the city of Petrópolis - chosen because they are "inclusive schools". As a result of this research, we found that integrationist and segregationist practices coexist with inclusionist practices and mingle in the daily life of schools. In this research we seek to expand ways of thinking about teaching practice from a change in the conception of disability and the recognition of difference as an element to facilitate learning.
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