INCLUSIVE EDUCATION: IN THE SOCIAL, EDUCATIONAL AND MORAL CONTEXT, IN THE FIGHT FOR EQUALITY, UNITING SCHOOL AND SOCIETY

Abstract

It is through social inclusion that the school has been adapting to understand the difficulties and meet the needs of the student in this process of transformation that aims at reality at the service of the community, where both public and private agencies have a great reference for inclusion at the service of the school. With the objective of showing the process of social inclusion at the service of education, especially for people with disabilities, aiming at a participatory bibliographic research for the improvement of basic education, which will have the influence of seeking authors who address their reality at the service of their rights, where both the relationship between inclusion and exclusion will be of great importance for methodological development, seeking to direct a critical, transformative look at the promising future in an egalitarian education without prejudice uniting school, family and society. Thus, it is understood that inclusion should be the agenda for any discussion that permeates social aspects, education, and moral. In the meantime, it seeks to understand how the relationship of human beings with special needs and their relationship with the diverse needs arising within society itself is affected. This research seeks to analyze inclusive education in a parity way. Seek to develop aspects that foster collaboration and reflection on inclusive education in contexts that instigate self-criticism about the process of development and inclusion of school equipment that enable the insertion of people with special needs and that do not leave gaps so that exclusion can reverse what has been achieved for years so that people with disabilities have freedom and the right to it.