Much is said about inclusive education, but what in fact is inclusive education?
First we need to deconstruct some stigmas, stereotypes and negative connotations. Starting with the very terminology "inclusive education", which refers to an excluding connotation, in the sense that no one needs to be included in society, but rather of opportunities, as well as attitudes that are in fact inclusive. Thus, the person with any disabilities will be able to leave the bubble in which society sometimes unconsciously places him/her, and will exercise his/her full citizenship.
It is imperative, therefore, that society evolves in terminology, such as the formerly used expression "special needs" that is now defined as "person with disabilities", which is more appropriate. The same applies to the term "inclusive education", as scholars have realized it is better referred to as "co-teaching": collaborative teaching. It defines full participation, without an exclusionary connotation, since it refers to the joint work between the head teacher and co-teacher (support teacher), cooperating together for the full utilization and development of the abilities of their students with disabilities.
In this sense, this deconstruction is necessary not only in the nominal scope, but also in the actions developed in school environments for students with disabilities. This situation is relevant when we pay attention to some practices that do not respect the particularities and do not stimulate the student's abilities. So, co-teaching aims to extinguish such practices, promoting the collaboration between teacher and student. We know that this is already widely practiced, but, in some cases, it is not present, exemplifying the paradox of inclusive education. In this sense, it distances itself from the ideal of reducing inequalities, as stated in SDG 10 (Agenda 2030).
Several Programs are good examples of this theme for society. The Living Citizenship Program is a young and dedicated example in this aspect. Co-teaching, as mentioned above, is not only within the school environment, but is also configured in our society, a good example being the Program in question, in which constituents with diverse thoughts and ways of life collaborate together, so that each one achieves the common good, collaborates for citizenship, and has a joint learning.
In face of all this discussed, we see a need to continuously progress and evolve this theme, so that it may have more relevance in society. Thus, there will be, in fact, this deconstruction of the approached theme and plausible solutions to make the person with some disability feel included and not excluded, by terms or by attitudes. Because being truly inclusive is a paradox: it is laborious, as it requires a thorough look, where those involved have full collaboration, and also easy, when we look at the potentiality of the other!
Translated by Louise Azambuja
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