Envisioning special education and philosophy of inclusion in the work of Itard with the wild Aveyron

Abstract

In the present article, bearing the works of Itard with the savage boy from Aveyron in mind, Special Education is firstly defined, while at the same time the need for having action performed by different members who constitute a multitask team is emphasized. Next the philosophy of inclusion, which constitutes the basis of the educational care for children and teens with Special Educational Needs, is addressed. Although the concept of inclusion has caused some controversy, regarded in an extensive way and considered as lacking unanimity as far its definitions and practices are concerned, a thoroughly reading of a selective bibliography allows us to access a number of well-structured definitions which clarify our thought. The confusion seems to be more visible both at the level of understanding of what is considered as total inclusion and of the way as this one occurs according to the type of students with special educational needs.