Templates and guidelines for an inclusive education: literature review

Abstract

Despite school inclusion being a reality in Brazilian legislation, the fact that regular teaching institutions, being them private or public, have some difficulties in dealing with the adequacy of special students demands can still be perceived. Thus, the aim of this work was to identify researches containing guidelines and models to promote school inclusion, covering, also, psycologists’ actions. To do so, we performed a systematic search at the Biblioteca Virtual em Saúde – BVS-Psi (Virtual Health Library), specifically Lilacs, Scielo and Pepsic. By using the keyword “school inclusion”, we were able to obtain 390, 39 and 22 papers, respectively. As a considerable number of titles didn’t meet our objective, we decided to restrict the search with the keywords “intervenction” and “school inclusion”, resulting in a total of 55 papers. Upon the reading of their titles and abstracts, we excluded those whose theme did not meet our research’s interest (31) and in duplicity, resulting in 15 works to analyze. As a result, it was found that, since 2005, there has been a growth in interventional studies related to inclusive education, predominantly at the Psychology field, although they have been published, mostly, by Special Education and Education journals. Most of these papers were dedicated to an age public of 04 to 16 years, and their interventions were more targeted to specific or non-identified disabilities.  Are rare, though, the reports of procedures and more in-depth recommendations that could be used as a guide to the practice at this field.  These results suggest gaps in the scientific production, aimed at presenting broader inclusive models with the psychologist participation.