<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782018000100153</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782018230076</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão escolar e o planejamento educacional individualizado: estudo comparativo sobre práticas de planejamento em diferentes países]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL INCLUSION AND INDIVIDUALIZED EDUCATIONAL PLANNING: A COMPARATIVE STUDY ON PLANNING PRACTICES IN DIFFERENT COUNTRIES]]></article-title>
<article-title xml:lang="es"><![CDATA[INCLUSIÓN ESCOLAR Y EL PLANIFICACIÓN EDUCACIONAL INDIVIDUALIZADO: ESTUDIO COMPARATIVO SOBRE PRÁCTICAS DE PLANIFICACIÓN EN DIFERENTES PAÍSES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tannús-Valadão]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782018000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782018000100153&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782018000100153&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Traça-se um panorama histórico acerca do conceito de plano educacional individualizado - PEI, apontando as consequentes mudanças nas práticas nele estabelecidas em decorrência da segregação e da inclusão escolar. Apresenta-se análise da legislação sobre PEI e dos modelos de execução desse tipo de planejamento em países, a saber: França, Itália, Estados Unidos e Brasil. O modelo de PEI da França é o que tem maior abrangência, visto que engloba todo o ciclo de vida. Nos Estados Unidos e na Itália, ele é exclusivo da vida escolar, embora seja enfatizada a importância de medidas de controle do processo de transição da escola para o trabalho e/ou comunidade. O Brasil não possui dispositivos na legislação que garantam que tais estudantes tenham um PEI baseado em suas peculiaridades, resultando num planejamento centrado mais nos serviços existentes do que nas necessidades dos alunos. Assim, ainda que a era anunciada seja de inclusão escolar, as práticas de planejamento não mudaram.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se traza un panorama histórico sobre el concepto de programa educativo individualizado - PEI, apuntando los consecuentes cambios en las prácticas establecidas como consecuencia de la segregación y la inclusión escolar. Se presenta análisis de la legislación sobre PEI y los modelos de ejecución en países, a saber: Francia, Italia, Estados Unidos y Brasil. El modelo de PEI de Francia es el que tiene mayor alcance, ya que engloba todo el ciclo vital. En los Estados Unidos e Italia, esta planificación es exclusiva de la vida escolar, aunque se subraya la importancia de medidas de control del proceso de transición de la escuela al trabajo y/o comunidad. Brasil es el único que no tiene legislación que garanticen que tales estudiantes tengan un PEI basado en sus peculiaridades y eso ha resultado en una planificación tradicional de segregación escolar, centrada más en los servicios existentes que en las necesidades de los estudiantes. Así, aunque la era anunciada sea de inclusión escolar, las prácticas de planificación no cambiaron.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[plano educacional individualizado]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[school inclusion]]></kwd>
<kwd lng="en"><![CDATA[individualized educational plan]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[programa educativo individualizado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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