What is special in special education from the inclusive perspective?

Abstract

The article offers insights into the discussion of the terms 'special' and 'inclusive' applied as conceptsto define educational inclusion. By analyzing three cases where a school's routine was followed, itwas possible to interpose discourse and practice to highlight how contradictions in educational practicesare constituted in the micro level of classroom reality. Data were collected through interviews,video-recordings and school documents in two Early Childhood Education Schools in Brazil. Througha qualitative epistemology analysis, the key findings pointed to contradictions regarding the role ofteachers towards the implementation of pedagogical practices and the special education support actions.We discuss the need of reconsideration of what is understood by special education system andargue that human development is the key to develop inclusive practices.