Inclusive education: Differences among access, accessibility and inclusion

Detalhes bibliográficos
Autor(a) principal: Freitas, Marcos Cezar de
Data de Publicação: 2023
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/10084
Resumo: The present article aims to distinguish among access, accessibility, and inclusion, based on the assumption that these categories have been used as if they were synonymous in the schooling of people with disabilities. The construction of this synonymy is analyzed and discussed critically. To demonstrate the epistemological, pedagogical and political differences among these categories that are structural to special education, from the perspective of inclusive education, the proposals of universal design were methodologically recovered and analyzed with the contribution of Brazilian and foreign authors. In the different ways of interpreting the use of design, the specificity of inclusion emerges as political power. It was concluded that the possibility of designing the school as an inclusive ecosystem lies in the uniqueness of inclusion.
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spelling Inclusive education: Differences among access, accessibility and inclusionEducación inclusiva: Diferencias entre acceso, accesibilidad e inclusiónÉducation inclusive: Différences entre accès, accessibilité et inclusionEducação inclusiva: Diferenças entre acesso, acessibilidade e inclusãoAccessAccessibilityInclusionUniversal DesignInclusive EducationUniversal DesignAccèsAccessibilitéInclusionDesign UniverselÉducation InclusiveConception UniverselleAcessoAcessibilidadeInclusãoDesign UniversalEducação InclusivaDesign UniversalAccesoAccesibilidadInclusiónDiseño UniversalEducación InclusivaDiseño UniversalThe present article aims to distinguish among access, accessibility, and inclusion, based on the assumption that these categories have been used as if they were synonymous in the schooling of people with disabilities. The construction of this synonymy is analyzed and discussed critically. To demonstrate the epistemological, pedagogical and political differences among these categories that are structural to special education, from the perspective of inclusive education, the proposals of universal design were methodologically recovered and analyzed with the contribution of Brazilian and foreign authors. In the different ways of interpreting the use of design, the specificity of inclusion emerges as political power. It was concluded that the possibility of designing the school as an inclusive ecosystem lies in the uniqueness of inclusion.El objetivo de este artículo es diferenciar acceso, accesibilidad e inclusión, partiendo del supuesto de que estas categorías han sido utilizadas como sinónimos en la educación de personas con discapacidad. La construcción de esta sinonimia es analizada y criticada. Para demostrar las diferencias epistemológicas, pedagógicas y políticas de esas categorías que son estructuras de la educación especial en la perspectiva de la educación inclusiva, metodológicamente fueron recuperadas las propuestas del diseño universal, analizándolas con la contribución de autores brasileños y extranjeros. En diferentes formas de interpretar el uso del diseño, la especificidad de la inclusión emerge como una potencia política. La conclusión fue que, en la singularidad de la inclusión, radica la posibilidad de proyectar la escuela como un ecosistema inclusivo.L’objectif de cet article est de différencier les notions d’accès, d’accessibilité et d’inclusion, dans l’hypothèse que ces catégories ont été employées comme synonymes dans la scolarisation des personnes handicapées. Ce travail analyse et critique la construction d’une telle synonymie. Pour démontrer les différences d’ordre épistémologique, pédagogique et politique de ces catégories qui structurent l’éducation spéciale dans une perspective d’éducation inclusive, la méthodologie utilisée reprend les propositions de design universel en les analysant à la lumière d’auteurs brésiliens et étrangers. Parmi les différentes interprétations de ce que recouvre le design, la spécificité de l’inclusion se manifeste comme pouvoir politique. La conclusion indique que c’est bien dans la singularité de l’inclusion que réside la possibilité de concevoir l’école en tant qu’écosystème inclusif.O objetivo deste artigo é diferenciar acesso, acessibilidade e inclusão, partindo do pressuposto de que tais categorias têm sido utilizadas como se fossem sinônimas na escolarização de pessoas com deficiência. A construção dessa sinonímia é analisada e criticada. Para demonstrar as diferenças epistemológicas, pedagógicas e políticas dessas categorias que são estruturantes da educação especial na perspectiva da educação inclusiva, metodologicamente foram recuperadas as propostas de design universal, analisando-as com a contribuição de autores brasileiros e estrangeiros. Nos diferentes modos de interpretar o uso do design, a especificidade da inclusão emerge como potência política. A conclusão é que, na singularidade da inclusão, reside a possibilidade de projetar a escola como ecossistema inclusivo.Fundação Carlos Chagas2023-06-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/10084Cadernos de Pesquisa; Vol. 53 (2023); e10084Cadernos de Pesquisa; Vol. 53 (2023); e10084Cadernos de Pesquisa; Vol. 53 (2023); e10084Cadernos de Pesquisa; v. 53 (2023); e100841980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/10084/4592https://publicacoes.fcc.org.br/cp/article/view/10084/4613https://publicacoes.fcc.org.br/cp/article/view/10084/4614Copyright (c) 2023 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFreitas, Marcos Cezar de2024-04-04T12:04:30Zoai:ojs.publicacoes.fcc.org.br:article/10084Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexPRIhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2024-04-04T12:04:30Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Inclusive education: Differences among access, accessibility and inclusion
Educación inclusiva: Diferencias entre acceso, accesibilidad e inclusión
Éducation inclusive: Différences entre accès, accessibilité et inclusion
Educação inclusiva: Diferenças entre acesso, acessibilidade e inclusão
title Inclusive education: Differences among access, accessibility and inclusion
spellingShingle Inclusive education: Differences among access, accessibility and inclusion
Freitas, Marcos Cezar de
Access
Accessibility
Inclusion
Universal Design
Inclusive Education
Universal Design
Accès
Accessibilité
Inclusion
Design Universel
Éducation Inclusive
Conception Universelle
Acesso
Acessibilidade
Inclusão
Design Universal
Educação Inclusiva
Design Universal
Acceso
Accesibilidad
Inclusión
Diseño Universal
Educación Inclusiva
Diseño Universal
title_short Inclusive education: Differences among access, accessibility and inclusion
title_full Inclusive education: Differences among access, accessibility and inclusion
title_fullStr Inclusive education: Differences among access, accessibility and inclusion
title_full_unstemmed Inclusive education: Differences among access, accessibility and inclusion
title_sort Inclusive education: Differences among access, accessibility and inclusion
author Freitas, Marcos Cezar de
author_facet Freitas, Marcos Cezar de
author_role author
dc.contributor.author.fl_str_mv Freitas, Marcos Cezar de
dc.subject.por.fl_str_mv Access
Accessibility
Inclusion
Universal Design
Inclusive Education
Universal Design
Accès
Accessibilité
Inclusion
Design Universel
Éducation Inclusive
Conception Universelle
Acesso
Acessibilidade
Inclusão
Design Universal
Educação Inclusiva
Design Universal
Acceso
Accesibilidad
Inclusión
Diseño Universal
Educación Inclusiva
Diseño Universal
topic Access
Accessibility
Inclusion
Universal Design
Inclusive Education
Universal Design
Accès
Accessibilité
Inclusion
Design Universel
Éducation Inclusive
Conception Universelle
Acesso
Acessibilidade
Inclusão
Design Universal
Educação Inclusiva
Design Universal
Acceso
Accesibilidad
Inclusión
Diseño Universal
Educación Inclusiva
Diseño Universal
description The present article aims to distinguish among access, accessibility, and inclusion, based on the assumption that these categories have been used as if they were synonymous in the schooling of people with disabilities. The construction of this synonymy is analyzed and discussed critically. To demonstrate the epistemological, pedagogical and political differences among these categories that are structural to special education, from the perspective of inclusive education, the proposals of universal design were methodologically recovered and analyzed with the contribution of Brazilian and foreign authors. In the different ways of interpreting the use of design, the specificity of inclusion emerges as political power. It was concluded that the possibility of designing the school as an inclusive ecosystem lies in the uniqueness of inclusion.
publishDate 2023
dc.date.none.fl_str_mv 2023-06-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10084
url https://publicacoes.fcc.org.br/cp/article/view/10084
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/10084/4592
https://publicacoes.fcc.org.br/cp/article/view/10084/4613
https://publicacoes.fcc.org.br/cp/article/view/10084/4614
dc.rights.driver.fl_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 53 (2023); e10084
Cadernos de Pesquisa; Vol. 53 (2023); e10084
Cadernos de Pesquisa; Vol. 53 (2023); e10084
Cadernos de Pesquisa; v. 53 (2023); e10084
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
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reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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