摘要：In Brasilia, DF, Brazil, the last few years have witnessed a significant increase in the number of experiences of including children with atypical development in regular classrooms. Inclusion is a complex and continuous process, which requires changes not only in the people involved, but also in the institutions in which they occur, and particularly in the individual-institution relationship. The basic hypothesis of this study is that the way people perceive (a)typical development relates to the way they will perceive and experience the process of inclusion. In a social-cultural perspective, two studies were conduct aimed at discussing the concepts of the process of inclusion, at demonstrating the ambiguities related to experiencing an inclusion program and at delineating the implications of these concepts to the ongoing process of inclusion. The first study verified the teachers' concepts about the normality/abnormality dichotomy. The second one attempted to understand how these education professionals perceive inclusion. Comparative analyses between the studies indicated similarities and singularities, coherence and ambiguous concepts about inclusion. Implications for the ongoing process of inclusion were also delineated.
其他摘要：In Brasilia, DF, Brazil, the last few years have witnessed a significant increase in the number of experiences of including children with atypical development in regular classrooms. Inclusion is a complex and continuous process, which requires changes not only in the people involved, but also in the institutions in which they occur, and particularly in the individual-institution relationship. The basic hypothesis of this study is that the way people perceive (a)typical development relates to the way they will perceive and experience the process of inclusion. In a social-cultural perspective, two studies were conduct aimed at discussing the concepts of the process of inclusion, at demonstrating the ambiguities related to experiencing an inclusion program and at delineating the implications of these concepts to the ongoing process of inclusion. The first study verified the teachers' concepts about the normality/abnormality dichotomy. The second one attempted to understand how these education professionals perceive inclusion. Comparative analyses between the studies indicated similarities and singularities, coherence and ambiguous concepts about inclusion. Implications for the ongoing process of inclusion were also delineated.
