Special Education

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These changes in the nomenclatures not only represent a change of looking at with respect to the citizens with necessities special, but an advance that had stimulated greaters efetivaes in the public politics for this modality of the education. In 1994, the National Politics of Special Education is published, guiding the process of ' integration instrucional' that it conditions the access the common classrooms of the regular education that ' ' (…) they possess conditions to follow and to develop the programmed curricular activities of common education, in the same rhythm that the said pupils normais' ' (p.19). When reaffirming the constructed estimated ones to break of homogeneous standards of participation and learning, the practical Politics does not provoke a reformularization of the educational ones thus the different potentials of learning in common education are valued, keeping the responsibility of the education of these pupils exclusively in the scope of the special education. The second Law of Lines of direction and Bases of the Education (Law 9394/96), for the first time, in the history of the Brazilian education, presents a specific article on the special education, that recognizes the right to the difference, pluralism and the tolerance. In this perspective the attention given to the cultural diversity collaborates for the improvement of the quality of education and learning for all.

Thus, the special education as modality of the pertaining to school basic education gains plus a legal and politician-philosophical device its favor. Among others determination, LDB 9,394/96 is excellent when affirming: Art. 58. It is understood for special education, for the effect of this Law, the modality of pertaining to school education, offered preferential in the regular net of education, for carrying educandos of necessities special. 1 Will have, when necessary, services of support specialized, in the regular school, to take care of the peculiarities of the clientele of special education.

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