SPECIAL EDUCATION FROM THE PERSPECTIVE OF INCLUSION

Abstract

This article sought to address aspects relating to special education from the perspective of inclusion. As for the methodology used to support the study, a bibliographical review, deductive method, of the qualitative type, was used as materials: books, articles and magazines, as well as virtual databases, among which: Scientific Electronic Library Online (Scielo) and Google Scholar. The main results found indicate that in recent times, several studies have been carried out in the field of education, especially with regard to the development of teaching and learning for people with disabilities, however, advances in this sector are still limited. It is concluded that the Special Education Policy has undergone important changes over the years, especially due to new laws, these transformations have enabled relevant advances in the inclusion of people with disabilities in regular schools. In view of the above, understanding that the school represents an environment of coexistence, knowledge and education, its doors need to be receptive to variety, dialogue, the exchange of ideas and the provision of equitable opportunities for the full development of human capabilities. Within this environment, the values of equality and justice coexist and are realized when diversity is respected by everyone in the practice of community life.