Questioning The Common In Inclusive Education

This paper presents the results of a research study on including students with disabilities in schools in the city of Buenos Aires. This study aimed to investigate practices oriented toward inclusive education. This research followed case study guidelines, conducting interviews with students, families, teachers, and school administrators. Classes and breaks were observed and analyzed, which allowed for addressing the complex interactions between policies, regulations, and pedagogical practices. The first phase of the fieldwork provided visibility to the effects of incorporating inclusion support agents from both Special Education and the healthcare system in classrooms. The monitoring of the school trajectories of three students with disabilities at the time of transition between educational levels contributed to understanding the complexity of this topic. The analysis of the transition from primary to secondary school for two blind students contributed to conceptualizing teaching as a structuring axis in articulating actions between regular and special education teachers. Finally, the school experience of a teenager with motor and cognitive disabilities allowed for a critical reflection on the idea of regular school as the only desirable goal to consider in the schooling of students with disabilities. This chapter aims to contribute to the debate on the conditions of schooling for students with disabilities in regular schools and serve as a bridge for dialogue between Special Education and inclusive education.