A versão final está aqui, mas o draft tem acesso livre. Vale a pena ler, até para se ter a noção que o “sucesso” em algumas paragens nem sempre se constrói da forma que se pensa.
Thus, the narrative of the Swedish school- system taken for granted is that only an extremely low proportion of children are being in need of special support, since there is no categorization system in the official statistics. However, the results from the interviews of a number of key informants in the Swedish school system and several research studies described above show the opposite; the proportion of children categorized in practice as being in need of special support has increased dramatically, especially the group of children assigned with neuropsychiatric diagnoses such as for example ADHD or ASD (about 10%).
The widespread acceptance of neuropsychiatric categories as viable means of understanding children’s problems suggests the grip of a diagnostic culture on the school system. The individualization – and medicalization – of problems implies that the focus is on the child and his or her alleged shortcomings. This has obvious implications for the child, the school and for society.
For the school, established practices and structures may be left more or less as they are, since the consequences that follow imply that children are taken out of their regular classroom and placed somewhere where their problems are seen as expressions of their condition and diagnosis.
Hence, in the analysis, there is a gap between policy and practice and this has always been the case historically. The question is what implication this will have on the inclusive education system in the future?