Different of the interaction, the adaptation effort is bidilateral, therefore in such a way the society how much the deficient ones fight for the changes and search to adapt to the way. In the inclusive perspective it does not exist the system of special education and the system of regular education. The system of inclusive education exists only, where all the pupils are taken care of without discrimination, respecting its differences and individualities. (SASSAKI, 1997). Inclusion: a way without return Has years when not yet if it cogitated the inclusion, the children were directed not it schools, but yes the specialized centers, with educative space and a proposal of differentiated education to take care of them.
As well as one therapeutical treatment, that is, a clinical attendance. (BLACKSMITH, 2003; SASSAKI, 1997). Currently the term inclusion is in focus and the inclusive process in ascension, looking for to insert these children in the schools/regular classrooms. However, she is necessary to consider that inclusion is a process that goes beyond ' ' jogar' ' the child in the classroom, is essential to offer to it to support technician, pedagogical, affective so that she remains in the school. With the inclusive process all have to earn. The conviviality with the differences contributes for the growth of the individual as person, becoming it more ethical and sociable e, consequentemente exempts of the preconception that move away the citizens socially.
The inclusion can be the only alternative that if can have to change the current world that if finds individualistic very, therefore teaches educating to respect the next one and itself exactly, it favors the discovery of its limits and its capacity and the beginning of solidarity. The inclusive educational system is that one where the three bases of the education they work in set: family, school and community. This interaction is that it will be the support of the true inclusive education.