Abstract

SANTOS, Mônica Pereira dos; NASCIMENTO, Alline Gonçalves do; MOTTA, Evanir da Rocha  and  CARNEIRO, Lillian Auguste Bruns. Index for inclusion as a researchtool: a critical analysis. Rev. bras. educ. espec. [online]. 2014, vol.20, n.4, pp.485-495. ISSN 1413-6538.  https://doi.org//10.1590/S1413-65382014000400002.

When we under take to conduct academic research in any field of knowledge, consistency with the theoretical framework on which such research is grounded is one of the main factors that account for the credibility of the results we intend to achieve. The detachment from this theoretical foundation for any reason, as well as the forced attempt to assign new meanings to meet the researcher's objectives, ends up by mischaracterizing the research, causing a division between theory and the intended achievement in practice. It is in this perspective that this paper presents a critical analysis to a study published in the collection Prejudice and Inclusive Education, coordinated by José Leon Crochick and organized by the Laboratory for Research on Prejudice at USP. Said work, entitled Analysis of an evaluation form for school inclusion, bears a contradiction between the theory on which it is based and what its authors really intended to achieve with the research, a fact that caught our attention, since it is a work based on the Index for Inclusion Booth and Ainscow, and since the meaning intended by Booth and Ainscow for the use of the Index is quite different from the one presented in Crochick's paper. Our intention is, therefore, to point out the main topics of the paper in question, which diverge from the original proposal of the Index for Inclusion, with the objective of contributing to a better understanding of the Index, an important work for practitioners dedicated to studies and projects concerned with inclusion in education.

Keywords : Special Education; Inclusion in Education; Index for Inclusion; Research.

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