The Social Representations in Special Education: Collaborative Service

Abstract

This essay aims to discuss the relationship between the Theory of Social Representations and Special Education with regard to collaborative care. This discussion will be based on both professional experiences and a review of bibliographic sources that deal with the Theory of Social Representations and Special Education as a teaching modality. Special Education is a teaching modality responsible for the development of Specialized Educational Service, taking advantage of the available resources and services, guiding the teaching and learning processes in the common classes of regular basic education, it is through this teaching modality that inclusion materializes. Therefore, some precepts need to be discussed and delimited in the light of Social Representations, that is, how concepts such as Inclusion, Special Education, Specialized Educational Service and Collaborative Service are actually thought. The group of school professionals still maintains a view that there are groups of teachers who need to take antagonistic positions, such as regent teachers and Special Education teachers for Specialized Educational Service, in fact, what should happen is just the opposite, the understanding that everyone seeks the same end when it comes to offering education with equity,  as well as about the guarantee of students' rights, this is related to the Social Representations that are present in the school context when it comes to Special Education and Inclusive Education.