“Social inclusion” highlights issues such as respect for differences and citizenship. Regarding children with special needs, inclusion encompasses their participation in society in general and, particularly, in regular education institutions. Due to the relevance and controversies involved in that processes, an empiric study was accomplished. Within the study, a bibliographic review was conducted, which will be here presented. Key-words were investigated in MEDLINE, PsycInfo and LILACS, mainly from 1996-2003. Selection considered works in periodicals, which deal with people with special needs and/or health practices related to this field. Nineteen papers were recovered. Eleven were empirical, having registered and analyzed situations by various methods. The issue was revealed as polemic, some authors even proposing “segregation”. Health professionals were shown as having a relevant status. Some authors, however, indicate the importance of other activities/people for the inclusion processes. The establishment of diagnosis was seen paradoxically: treatment/labeling. Cultural discursive practices are indicated as of fundamental importance in the processes. Despite being the focus of investigation, people with special needs are usually not “listened”. Inclusion emerges as a complex social process that must be discussed and concretely involving everybody's participation. Only then, people with special needs might acquire a new, active and recognized social position.
School inclusion; Special educational needs; Health professionals