Resources for education of children with special necessities and articulation between special and inclusive education

DOI: 10.15343/0104-7809.200832.2.11

Abstract

This short review article identifies some available resources for schooling and literacy for children with school difficulties, as
well as children with communication and language disturbances of neurosensorial (e.g., congenital deafness), neuromotor (e.g., cerebral
paralysis) and neurolinguistic (e.g., dyslexia of the development) etiology. The present study argues for the articulation between special
education and inclusive education in a counter-shift, in an arrangement in which the special school works like a support base that prepares
children to learn and to “prosper” in the regular school, while the regular school works like a test field to assist special education
in the discovery and calibration of implementations able to make children effectively able to learn and develop in the regular school,
flourishing in academic terms and integrating socially.