Innovation and social justice: active policies for inclusion in education
Abstract
The reform of special education carried out in Portugal in recent years has provoked a heated debate on the topic of the “inclusive school”. This debate has crossed international guidelines with the results of Portuguese research, private corporative interests with conceptual mystifications no less interested in dominating a specific field of educational policy, and political options based on the “school for all” ideology with criticisms arising from the different perceptions of what that school could be. Against this background, this article starts out by clarifying the concepts underlying the idea of the “inclusive school”, placing the debate in a broader framework of reference that makes it meaningful. It then considers the notion of social exclusion and the relationship between the phenomena of exclusion and rehabilitation in order to gain an insight into the reach of the different intervention models and their impact on the institutional design and typical practices of an inclusive school.
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Published
2016-02-15
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