Από την Ειδική Αγωγή και Εκπαίδευση (E.A.E) στη Συμπερίληψη: Η εκπαιδευτική πολιτική της Συμπερίληψης των «ΑΛΛΩΝ» και τα πλεονεκτήματα της στους μαθητές με και χωρίς αναπηρίες ή Ειδικές Εκπαιδευτικές Ανάγκες (Ε.Ε.Α)

Abstract

Inclusion, opposed to half-measures of assimilation of previous policies, appeared in contemporary modernity in an attempt to eradicate the socio-academic exclusionary pressures that experienced children with disabilities or Special Educational Needs (S.E.N). Today, Inclusion is recognized as a pedagogical tool for socio-cognitive encouragement of all students (with and without disabilities) for the promotion of which teacher has a decisive role. Therefore, this research attempts through the critical review of the literature to present the diffused benefits of Inclusion of pupils with disabilities, both for children considered as non having typical development and their typical developing peers, in an effort to inform the teachers and orientate at the same time their culture, policy and practice on more inclusive axes. It is argued that such a humanistic approach to diversity will not only favor the socio-cognitive encouragement of all pupils but also the socially just transformation of the modern school.