School inclusion policy: special education and support network

Abstract

The importance of inclusion to the student with special educational needs in the regular education is well-known and has been widely argued. It is necessary to advance the studies, so that we can leave the ideological field and get in, in an effective way, into the inquiry of inclusive methods inside the public system. Currently an understanding process is initiated of that the inclusion, aiming at an education of quality, cannot be made without supports to the pertaining to school team and the pupils, these supports can be internal or external to the education. In this direction we start to glimpse in Brazil, bibliographies that discourse on the importance of collaborative learning and the constitution of support nets. This quarrel, however, is still scarce in our country, few authors have gone deep in this thematic. Regarding to the inclusion process, we see that, in the public sphere, measures have been taken. In 2004, the City department of Education of São Paulo (SME - SP), searching to firm its politics of attendance in the sphere of the special education, created the Center of Developing and Accompanying to Inclusion (CEFAI). Governmental decree that regulates the CEFAI, among others actions, they indicate the possibility of secundary services of special education, aiming to establish a support net. The present project considers a qualitative research that aims at, at a first moment, theoretical deepening concerning the meaning and relevance of the support nets, entering in the theory of collaborative learning, and, after that, to inquire and to analyze as these are being constituted in the scope of the CEFAI, evaluating its results, contributions and consequences for the school team, as well as for the students with special educational needs.