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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