Portal de Periódicos da CAPES

Inclusion in Schools: Who is in Need of What?

2003; SAGE Publishing; Volume: 2; Issue: 2 Linguagem: Inglês

10.2304/eerj.2003.2.2.1

1474-9041

Christer Brusling, Birgit Pepin,

Collaborative Teaching and Inclusion

The history of schooling of children with special needs has been described as going from neglect early in the twentieth century to segregation based on individual needs in the 1920s–1960s to integration in the 1960s to the present (Casey, 1994). This picture could be complemented by the current movement towards inclusion in schools, which is responsive to the needs of children as well as to their rights as citizens, and to the needs of all of us to learn to live in a world of differences (Thomas & Loxley, 2001). The global dimension of this movement has been described by Mittler (2000) as connected to places like Jomtien (Thailand) and Salamanca (Spain). In Jomtien, ministers of education and officials from 155 governments met in 1990 and committed their countries to set national targets for the coming decade in five domains: