O ATENDIMENTO EDUCACIONAL PARA CRIANÇAS COM DEFICIÊNCIAS NO HEMISFÉRIO SUL E A INTEGRAÇÃO NÃO-PLANEJADA: IMPLICAÇÕES PARA AS PROPOSTAS DE INTEGRAÇÃO ESCOLAR
Educational services to disabled children in the south hemisphere and the non-planned integration: implications to the proposal of school integration
Muna Muhammad ODEH
ABSTRACT: The paper
reiterates the position that the educational services offered to children with
disabilitiy in the Southern Hemisphere has followed the medical model of
disability reflected o segregated educational settings. In that sense, the
education of disabled people in the Southern Hemisphere countries has bcen ao
acritical copy of the model that once dominated o the Northern Hemisphere with
little regard to the cultural, socio-economic or political specificities of each.
Yet, studies have pointed out that it is due exactly to those types of
specificities that a significant number of childrem with disabilities in the
Southern Hemisphere are alredy enroled in regular schools in the absence of any
sort of specialized support, within what Miles (1985) refers to as a
“non-planned integration”. This paper suggests that at a time when efforts
towards implementing school integration have heen intensifying in the Southern
Hemisphere countries including Brazil, this is the moment to seek a better
understanding and research of the local context in relation to school
integration with the aim of avoiding a gap between what actually exists on the
ground on the one hand and planning and distribution and allocation of resources
on the other.
KEYWORDS: Disability; school integration; non-planned school integration.
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