Abstract

BEYER, Hugo Otto. Inclusive education device: contributions of Vygotskian approach and german experience. Rev. bras. educ. espec. [online]. 2003, vol.09, n.02, pp.163-180. ISSN 1413-6538.

The paper presents the positions of some writers about school inclusion. It begins with a discussion of Lev Vygotski’s early approach. It is shown that he clearly supported inclusive education ideas. Following that, the paper presents the history of inclusion activities of the German system over three decades (1970 to 1990). On the 70’s, the first inclusive movements on the German school system appear, but only as local actions. In that moment, the recommendation of the German Education Council in 1973 about the common education of children with and without special needs, is of fundamental importance. The decade of 1980 registers the growing of discussions and experiences about school inclusion, there are different opinions of German teachers and researchers, favorable or not to inclusive education. In the 90’s, the more radical opinions are softened, and the discussion among teachers is less tense and more fruitful. Wocken presents important principles of inclusive education. Speck (1996) alerts for the danger of destruction of the special education systems, since they have an important role in the assistance to children with special educational needs. In this sense, a careful consideration of the developments in special education is an important issue, particularly in face of the present intentions of its insertion in the modalities of the regular education. It is recommended that precipitated actions forced by the new tendencies of inclusive education are not undertaken, to avoid the danger of - as ilustrated by the biblical story - breaking the new glass because of the old wine pression.

Keywords : Inclusive Education; Perspectives and Experiences.

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