<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382018000500021</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382418000400003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atitudes Sociais em Relação à Inclusão: Recentes Avanços em Pesquisa1]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Attitudes Toward Inclusion: Recent Research Advances]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OMOTE]]></surname>
<given-names><![CDATA[Sadao]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Departamento de Educação Especial da Faculdade de Filosofia e Ciências ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>spe</numero>
<fpage>21</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382018000500021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382018000500021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382018000500021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Com a Declaração de Salamanca, em 1994, começaram as discussões sobre a nova proposta, a da inclusão, e então o foco de atenção deslocou-se da pessoa com deficiência para o seu meio. Essa mudança contribuiu para dar mais atenção às abordagens sociais nos estudos das deficiências. Embora internacionalmente o estudo das deficiências como fenômenos socialmente construídos tenha tido destaque já em meados do século passado, no Brasil, somente meio século depois os estudos das deficiências começam a ser influenciados por pensamentos sociais. A presença de pensamentos sociais nas discussões sobre a inclusão influenciou a natureza das pesquisas na área. Este texto analisa o avanço ocorrido nos estudos das atitudes sociais em relação à inclusão. Em uma breve descrição histórica, são apresentadas algumas escalas de atitudes sociais disponíveis para a pesquisa tanto com adultos quanto com crianças. A existência de instrumentos confiáveis de coleta de dados contribuiu para que se avolumassem as pesquisas sobre atitudes sociais em relação à inclusão. Os resultados mais importantes sugerem que as atitudes sociais em relação à inclusão podem ser modificadas por meio de atividades programadas com esse propósito. Assim, pode ser construído um ambiente escolar com as atitudes sociais genuinamente favoráveis de todo o ambiente escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The Salamanca Declaration, signed in 1994, promoted discussions on a new proposal, the inclusion, and so the focus of attention moved from the person with disability to his/her environment. Such change contributed to give more attention to the social approaches in the studies of disabilities. Although the study of disabilities as a social phenomenon has had its highlight in the middle of the last century in the international scenario, only a half century later Brazilian researches began to be influenced by social thoughts. The presence of social thoughts in the discussions about inclusion influenced the nature of research in the area. This text analyzes the progress that happened in the studies of the social attitudes toward inclusion. In a brief historical description, some scales of social attitudes available for research with both adults and children are presented. The existence of reliable instruments of data collection contributed to broaden the research on social attitudes toward inclusion. The most important results suggest that social attitudes toward inclusion can be modified through activities programmed for this purpose. Thus, a school environment can be built with genuinely supportive social attitudes throughout the school environment.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes sociais]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Social attitudes]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
</kwd-group>
</article-meta>
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