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Special Education in Brazil: An Inclusive Perspective

Special Education in Brazil: An Inclusive Perspective

Flavia Parente, Luciana Fontes Pessoa
Copyright: © 2021 |Pages: 17
ISBN13: 9781799876304|ISBN10: 1799876306|ISBN13 Softcover: 9781799876311|EISBN13: 9781799876328
DOI: 10.4018/978-1-7998-7630-4.ch007
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MLA

Parente, Flavia, and Luciana Fontes Pessoa. "Special Education in Brazil: An Inclusive Perspective." Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices, edited by Ajay Singh, et al., IGI Global, 2021, pp. 126-142. https://doi.org/10.4018/978-1-7998-7630-4.ch007

APA

Parente, F. & Pessoa, L. F. (2021). Special Education in Brazil: An Inclusive Perspective. In A. Singh, C. Yeh, S. Blanchard, & L. Anunciação (Eds.), Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices (pp. 126-142). IGI Global. https://doi.org/10.4018/978-1-7998-7630-4.ch007

Chicago

Parente, Flavia, and Luciana Fontes Pessoa. "Special Education in Brazil: An Inclusive Perspective." In Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices, edited by Ajay Singh, et al., 126-142. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7630-4.ch007

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Abstract

Historically, the idea of inclusion has accompanied the transformations in the concept of disability. This shift from the medical model to the social model and more recently to the biopsychosocial model is addressed in the first part of this chapter. In Brazil, it is estimated to be 12.7 million people with disabilities. Brazilian legislation, in accordance with international norms, assures students who are in an inclusive situation the same opportunities to learn as other students. Students with disabilities should have access to the various kinds of instruments to ensure they have the opportunity to learn. Although the data indicates advances in terms of including students with disabilities in the mainstream education system, the goals of the National Education Plan have not been fully met. This chapter aims to present a framework of the actual situation of special and inclusive education in Brazil. The chapter also points out the main features of this legislation and presents statistical data about the Brazilian students with disabilities situation in 2020.

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