Studies developed based on the “index for inclusion” document

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dc.contributor.authorMenino-Mencia, Gislaine Ferreira [UNESP]
dc.contributor.authorBelancieri, Maria de Fátima
dc.contributor.authorDos Santos, Mônica Pereira
dc.contributor.authorCapellini, Vera Lucia Messias Fialho
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.contributor.institutionCentro Universitário de Adamantina
dc.contributor.institutionUniversidade Federal do Rio de Janeiro (UFRJ)
dc.contributor.institutionUniversidade Federal de São Carlos (UFSCar)
dc.date.accessioned2019-10-06T15:52:30Z
dc.date.available2019-10-06T15:52:30Z
dc.date.issued2019-04-01
dc.description.abstractInclusion in Education as a new proposal of school culture aims at the development of a school “for all”. The implications of this legal process consist of the recognition of equal value and rights among human beings and the consequent decision-making by the school, with a view to developing inclusive cultures, policies and practices. One of the possibilities of carrying this task out is through the development of the Index for Inclusion. It is a guiding document of institutional processes of self-revision, particularly directed to schools of Basic Education, but quite adaptable to other educational contexts and even to other types of institution. Thus, the objective of this study was to carry out a theoretical review on the theoretical and methodological construction and the applicability of the document “Index for Inclusion”. Characterized as a narrative bibliographic study, data collection was carried out in national and international databases, such as Web of Science, Scopus, Parthenon, Capes and Dialnet, through the use of the following keywords: “Index for Inclusion” and “Booth”, with a temporary cutoff between the years 2011 and 2016, resulting in 17 papers. In addition to the dissemination of the use of the instrument, this study shows how the “Index for Inclusion” has been adapted and developed in the international and national educational context, enabling the Brazilian public network of schools to have greater autonomy when it comes to inclusive cultures, policies and practices.en
dc.description.affiliationUniversidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)-Bauru
dc.description.affiliationCentro Universitário de Adamantina Department of Psychology
dc.description.affiliationUniversity of London-England Department of Education Universidade Federal do Rio de Janeiro (UFRJ)
dc.description.affiliationUniversidade Federal de São Carlos (UFSCar) Department of Education
dc.description.affiliationUnespUniversidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP)-Bauru
dc.format.extent317-334
dc.identifierhttp://dx.doi.org/10.1590/s1413-6538251900020009
dc.identifier.citationRevista Brasileira de Educacao Especial, v. 25, n. 2, p. 317-334, 2019.
dc.identifier.doi10.1590/s1413-6538251900020009
dc.identifier.fileS1413-65382019000200319.pdf
dc.identifier.issn1413-6538
dc.identifier.scieloS1413-65382019000200319
dc.identifier.scopus2-s2.0-85070649225
dc.identifier.urihttp://hdl.handle.net/11449/187957
dc.language.isoeng
dc.language.isopor
dc.relation.ispartofRevista Brasileira de Educacao Especial
dc.rights.accessRightsAcesso aberto
dc.sourceScopus
dc.subjectInclusive Education
dc.subjectIndex for Inclusion
dc.subjectSpecial Education
dc.titleStudies developed based on the “index for inclusion” documenten
dc.titleEstudos desenvolvidos tendo como base o documento “index para a inclusão”pt
dc.typeResenha
unesp.author.orcid0000-0001-5913-196X[1]
unesp.author.orcid0000-0001-7292-3961[2]
unesp.author.orcid0000-0002-7057-7804[3]
unesp.author.orcid0000-0002-9184-8319[4]

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