Modelo Social Na Perspectiva Da Educação Inclusiva

Abstract

Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.

Inclusive Education in Portuguese Higher Education: A Study on the Conceptual (In)Definition of Students in Institutional Documents

“…The medical model interprets low academic performance as an individual problem, seeing the body as a machine that requires repair [29]. This perspective is related to treatments aimed at the extinction of "abnormality" and to adapt the student to the academic context, not the opposite, with educational institutions remaining unchangeable [30].…”

“…The social model views the student as an integral being with limitations and potential. This perspective is based on human diversity and proposes that the environment should be accessible to everyone, avoiding physical, attitudinal, communicative, and social barriers [29]. Therefore, from a social point of view, functional diversities are not understood as students' attributes but rather their interaction and social barriers [31].…”

“…Institutional documents still include students in their statutes, primarily those with "disabilities" and problems of an individual nature, proven by medical reports and diagnoses. In other words, the conceptualization is still very much linked to the concept of "disability" and special education [29].…”

Readiness of Pre-Service Teachers to Implement Inclusive Education

“…Psychological readiness to cooperate with children with special educational needs is a complex system of development that includes the following interrelated components: motivating, gnostic, functionally active, evaluative, and reflexive. Despite this, the structure of psychological readiness includes the following components: emotional acceptance of children with different types of developmental disorders (acceptancerejection); willingness to involve children with various forms of disability in classroom activities (inclusive isolation); satisfaction with their learning (Becker & Anselmo, 2020;You et al, 2019).…”

Luchar Contra La Corriente

“…El propósito de estas reglamentaciones consisten en construir y propiciar una inclusión social en la que las instituciones educativas tienen un rol fundamental (CASAL, 2021). Los postulados incitan, en particular, a realizar acciones gubernamentales para contribuir con la erradicación de las desigualdades y los procesos de segregación en las instituciones escolares (BECKER; ANSELMO, 2020).…”