Inclusion of people with disabilities in the basic school: Reality or utopia? Reality, to teachers who ac-cept innovate the educational paradigms

Abstract

The discussion around the school inclusion is no longer a novelty in the education area. Laws, declarations and rights have been instituted. Teacher training courses originated by addressing the subject of disability and inclusion, in order to assist the teacher in under-standing how to work with people with disabilities. However it is understandable that for inclusion to be effected, where the student participates actively in the group, does not de-pend only of restructuring education or training of teachers, but rather, as this student is seen, accepted and received by the teacher. The inclusion not realized from standards, but from “the teachers wish”. The instinct, the suitability, quality, capacity, as well as the dispo-sition, are factors that help the teacher to establish a new paradigm of inclusion, where it is possible to work with people with disabilities, because they, like any student present limita-tions and capabilities.