INCLUSÃO NOS ESTADOS UNIDOS: FILOSOFIA, IMPLEMENTAÇÃO E CAPACITAÇÃO DE PROFESSORES[1]

INCLUSION IN THE UNITED STATES: PHILOSOPHY; IMPLEMENTATION, AND CAPACITATING TEACHERS

Patricia J. PETERSON[2]

ABSTRACT: inclusion of students with disabilities in general education classes is an important provision of the Individuals with Disabilities Education Act of 1975, 1997, and the Individuals with Disabilities Improvement Act of 2004. Since the inception of this law, public schools in the United States have been mandated to include students with disabilities to the maximum extent possible in general education classes where they can study with typical peers rather than spending most of their day in segregated classes with other students with disabilities. This paper will discuss the philosophy of these inclusion programs. In addition, the paper will present details about inclusion programs in a specific state within the United States, the state of Arizona. Finally, the teacher training need in the area of general education and special education collaboration will be described. This section will demonstrate why improved teacher preparation programs are needed in order to

increase the success of inclusion in the United States.

KEYWORDS: inclusion; teacher preparation; colaborative teaching.


[1]  Texto traduzido por Maria Amelia Almeida (PPGEEs/UFSCar).

[2] Professora de Educação Especial, Departamento de Especialidades Educacionais, Universidade do Norte do Arizona. Flagstaff, AZ USA 86011. Patricia.peterson@nau.edu

 

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