JUNIOR HIGH SCHOOL AND DISABILITY IN URUGUAY: INCLUSION SPEECHES, ATTEMPTS OF INTEGRATION, REALITIES OF EXCLUSION?

Abstract

The purpose of this article is to analyze the notions on Disability and Highschool in Uruguay, regarding
educational processes of teenagers with disabilities. We propose to deconstruct the analytical categories of
handicap, education and adolescence mainstreamed by the discussion around the inclusion, integration and
exclusion, through four areas: 1) Legal frameworks; 2) Transit from School to Highschool; 3) Institutional
Strategies; 4) Project. Beyond the legal frameworks and institutional discourses seem to be in tune through
processes of inclusion, in reality happens in most of the situations are singular strategies in specific schools
and highschools. In this sense, transit and permanence of adolescents with disabilities in the formal education
system would be given by the unique arrangement of generating inclusion, or in some cases integration
strategies.