THE EXCLUSIONARY PROCESS OF INCLUSION OF DEAF PEOPLE IN REGULAR SCHOOLS
WHAT STUDENTS AND TEACHERS SAY
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The process of inclusion of students with disabilities, regardless of the nature of this disability, is happening very differently. In some places, although successful, it is very slow; in others, unfortunately, it does not occur. This may even be understandable, considering that it is a process, but we are faced with certain realities that sharpen our spirits and make us have the impression that this inclusion of people with disabilities in society, starting at school, will hardly occur, at least not as it should happen. In face of this conjuncture, the educational institutions are obliged to...
The process of inclusion of students with disabilities, regardless of the nature of this disability, is happening very differently. In some places, although successful, it is very slow; in others, unfortunately, it does not occur. This may even be understandable, considering that it is a process, but we are faced with certain realities that sharpen our spirits and make us have the impression that this inclusion of people with disabilities in society, starting at school, will hardly occur, at least not as it should happen. In face of this conjuncture, the educational institutions are obliged to receive, every year, more students with disabilities, as laws and decrees support them. To what extent this situation is, in fact, valid for the students? A school that cannot include them due to lack of preparation of professionals involved, physical structure and other situations that hinder the process, becomes an excluding rather than inclusive space. This study is based on authors for and against the current inclusion process, researches that point out the look of these students with disabilities in the context that they are "included".
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