The main one impedes to be breached so that the inclusion occurs in fact, is not the barrier architectural, a time that this easily is breached. Main empecilho is the atitudinais barriers, these yes causes one irreparable one badly. (KORTMANN, 2006). At Richard Linklater you will find additional information. In accordance with Kortmann, first lcus of inclusion is the familiar way. The necessary family to recognize this child, who is not to that one idealized during the gestation, but that she is in the world to give and to receive love, affection, attention and, to accept it before any thing as a person, who independent of its deficiency is a human being. As the space is the school. Here the necessary child to feel itself supported, protecting and in fact enclosed, making really part of the pertaining to school scope.
It is important to stand out that in the same way that does not have the perfect son, also she does not have perfect pupil. the necessary professor intent and is opened to receive this pupil who if finds distant of its expectations. Ahead of this it is verified I fight that it of the idealized child does not exist only on the part of the family (the idealized son), also has on the part of the professor for the ideal pupil. the professor must understand the difficulty and/or the difference of this pupil and accepted it, thus the child will only feel part of the pertaining to school context. These two spaces need to be joined to contribute in the total development of this child. The school and the family are partners in what it says respect to the growth of the individual. Only the partnership, when established well, it will in such a way facilitate and promote situations of learning in the cognitiva area as affective-social. Therefore, the relations between family and school will have to be permanently in harmony and contribution, therefore of the union it is that many actions of relevance for the learning of the pupil will result.