Abstract
In the school EB 2/3 of Paredes (near Oporto, Portugal), 10 to 16-years-old students attend the 2nd and 3rd cycles of the Basic Education (mandatory). During the last 10 years, pupils with special needs have been accepted in this school. Step by step, our school has become inclusive, caring for its students and their diverse needs, adapting itself to the different ways and rhythms of apprenticeship, in order to warrant a good level of education for all. The inclusion of these students forced some changes, which must continue in the future according to the pupils that, at any particular time, appear in the school. Many difficulties, doubts and resistances had to be overcome before the inclusion had been fully accepted in the school. Like the students, teachers have different rhythms, different points of view, different levels of interest in the suggestions under discussion, and some of them need to see the inclusion for years before they accept the advantages of this practice. We are convinced that the inclusion must be wanted and understood, not only by the school, but also by the whole community. Here, we intend to present the changes that occurred in our school due to the inclusion.
 |
 |
25/07/2000