Resumen

TANNUS-VALADAO, Gabriela  y  MENDES, Enicéia Gonçalves. SCHOOL INCLUSION AND INDIVIDUALIZED EDUCATIONAL PLANNING: A COMPARATIVE STUDY ON PLANNING PRACTICES IN DIFFERENT COUNTRIES. Rev. Bras. Educ. [online]. 2018, vol.23, e230076.  Epub 22-Oct-2018. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782018230076.

An historical overview is outlined about the individualized educational plan (IEP) concept and the consequent changes in their practice due to school segregation and inclusion. Then, analyzing the legislation on IEP and the models of execution of this type of planning in other countries, namely: France, Italy, the United States and Brazil. The model of IEP in France is broader, encompassing the whole life cycle. In the United States and Italy, the model focuses on the exclusive planning of school life, although all emphasize the importance of measures to control the transition process from school to work or/and community. Brazil does not have provisions in legislation to ensure that such students have an IEP based on their peculiarities, resulting in a planning more strongly focused on the existing services rather than on student needs. Thus, although the announced era is of school inclusion, planning practices have not changed.

Palabras clave : special education; inclusive education; school inclusion; individualized educational plan.

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