School inclusion, support networks and social policies

• Autor(a) principal: Bendinelli, Rosanna Claudia
• Data de Publicação: 2012
• Outros Autores: Prieto, Rosângela Gavioli, Andrade, Simone Girarde
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/4058
• topic: Special education; Educational policy; Right to education.

Special education. Educational policy. Right to education.The education as a right for everybody and its quality are goals that still require huge investments from the government and our society. When it concerns to the people with disabilities, global development disorder and talented / gifted, their access and permanence in the school depends on, most of times, political articulation beyond the educational field. The national legislation and the international recommendations indicate the constitution of support networks. The results presented here focus on the itinerary of São Paulo municipality to implement its special educational policy and highlight the actions towards the support networks. To achieve the goals proposed, documental sources were compiled, semi-structured interviews with special education professionals were conducted; professional characterization forms were filled in; and photographic registers were made. The analysis, using a qualitative approach, compared the set of information to the legislation from which we tried to grasp the advances and aspects to be strengthened in the aforementioned municipal policy. The results shown the undeniable advances in the special education of the municipality during the four-year administration, although the big amount of requests made to the municipal support centers were greater than the necessary implementation and consolidation of the partnership and support networks. It is pointed out that inter-departmental networks were indicated as necessary and they depended on actions of the public government, because this kind of interventions to the hierarchically superior, whether municipal department from the educational or other areas, were beyond the political – administrative status of the centers.