Incluir não é inserir, mas interagir e contribuir

Abstract

The inclusion is reflected by the ability of the school to respond effectively to the difference in student learning. It demands that the school would become an area of trade that favors the act of teaching and learning. Transforming school means creating the conditions for everyone to participate in the process of constructing knowledge regardless of their particular characteristics. Inclusion also requires significant changes in school management and make it more democratic and participatory, including school space as a true field of educational and social activities in which people share common projects. It is characterized by its collaborative nature of developing values and organizing the space of the school so that everyone feels his members. This school has the fundamental principle of sharing leadership and encourage the exchange of experiences, thus reducing the difficulties of the context and the students and fostering the necessary changes in the management of the classroom and teaching practices. The school values that includes the social role of student because it rests on the principle of contribution. The class constitutes a family in which each student must cooperate with the process of constructing knowledge within their possibilities. The active participation of students with disabilities is possible when the teacher perceives as the subject of learning and organizes didactic proposals that encourage such participation. Teachers who face the challenge of inclusion realize that this process changes the school life and relationship with the other members of their school, including changing their personal and professional development.