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ORIGINAL ARTICLE

Inclusive educational perspective:

A reflection for a future that is already
present today
Une perspective éducative inclusive : une réflexion pour un avenir déjà
présent aujourd’hui

C.B. Paraizo a,∗, L. Bégin b,1

a
Programa de Pós-Graduação em Bioética, ética aplicada e saúde coletiva -PPGBIOS, Escola
Nacional de Saúde Pública Sérgio Arouca, Rio de Janeiro, RJ, Brasil
b
Faculté de philosophie, université Laval, Quebéc, Canada

KEYWORDS Summary Think of ergonomics to foster inclusion of people with disabilities in society, is to
Ergonomics; think ethically. It is important to highlight that schools do need to provide conditions for the
Child; inclusion of children with disabilities in mainstream education in such way that attitude, archi-
Disability; tectural, communication and other barriers will not prevent them from exercising their rights,
Ethics; thus leading to shunning social interaction and consequently lack of proper education and hopes
Education for the future. It seems to us that these disabled children as well as any other have a right to
treatment and opportunities in an equitable and ethical way. Therefore, as part of this process,
we consider the need of appropriate ergonomics with the intend to prevent barriers from being
a hindrance to intellectual development and emotional maturation of disabled children. The
article addresses the relationship between the principles of Universal Design and applied ethics,
or organization management, as it is called, and has the core matter the inclusion of persons
with disabilities in Brazilian schools. The methodology will be supported by a bibliography and
documents as well. The main discussion of this article is aligned with the goals of an egalitarian
and fair society aiming the social inclusion of children with disabilities into the mainstream
education by revealing that the regulation is extremely important but it’s not enough when
dealing with change of paradigm. Furthermore, it seems to us that effective participation of
society is also required to see the full potential development of disabled children despite of
their differences and limitations.
© 2018 Elsevier Masson SAS. All rights reserved.

∗ Corresponding author.
E-mail addresses: cbparaizo@gmail.com (C.B. Paraizo), Luc.Begin@fp.ulaval.ca (L. Bégin).
1 https://www.idea.ulaval.ca/cms/site/idea.

https://doi.org/10.1016/j.etiqe.2018.01.001
1765-4629/© 2018 Elsevier Masson SAS. All rights reserved.

Please cite this article in press as: Paraizo CB, Bégin L. Inclusive educational perspective: A reflection for a future that
is already present today. Éthique et santé (2018), https://doi.org/10.1016/j.etiqe.2018.01.001
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ETIQE-447; No. of Pages 6 ARTICLE IN PRESS
2 C.B. Paraizo, L. Bégin

MOTS CLÉS Résumé Il est important de souligner que les écoles doivent fournir des conditions favorisant
Ergonomie ; l’inclusion des enfants handicapés dans l’enseignement ordinaire, de manière à ce que les atti-
Enfants ; tudes, l’architecture, la communication et autres obstacles ne les empêchent pas d’exercer
Handicap ; leurs droits, Par conséquent, manque d’éducation et d’espoir pour l’avenir. Il nous semble
Éthique ; que ces enfants handicapés ainsi que tout autre ont droit au traitement et aux possibilités de
Éducation manière équitable et éthique. Par conséquent, dans le cadre de ce processus, nous consid-
érons la nécessité d’une ergonomie appropriée avec l’intention d’empêcher les obstacles au
développement intellectuel et à la maturation émotionnelle des enfants handicapés. L’article
traite de la relation entre les principes de la conception universelle et de l’éthique appliquée,
ou gestion de l’organisation, comme il est appelé, et à la question essentielle de l’inclusion des
personnes handicapées dans les écoles brésiliennes. La méthodologie sera également appuyée
par une bibliographie et des documents. La principale discussion de cet article est alignée
sur les objectifs d’une société équitable et égalitaire visant à l’inclusion sociale des enfants
handicapés dans l’enseignement ordinaire en révélant que la réglementation est extrêmement
importante, mais ce n’est pas suffisant lorsqu’il s’agit de changer de paradigme. En outre, il
nous semble qu’une participation effective de la société est également nécessaire pour voir
le plein développement potentiel des enfants handicapés, malgré leurs différences et leurs
limites.
© 2018 Elsevier Masson SAS. Tous droits réservés.

Introduction justice, and equality between citizens, and prevention

Brazil has approximately 45 million persons with disability,
which is 24% of total population according to 2010 Popula-
tion Census. The State of the World’s Children 2013 report
points out that children with disability are the most vul-
nerable to violence, abuse, exploitation and negligence as a
result of social discrimination, or the high costs to raise them
[28].
It is believed that the schools are required to provide
accessing conditions to education for children, by eliminat-
ing any attitude, architectural and communication barriers
whatsoever that will hinder them from exercising their
rights, and to leave social isolation behind thus enabling
them to enjoy their citizenship in full, egalitarian and fair
manner.
The association between Universal Design, Organiza-
tional Ethics and organizational ergonomics is seen as a
possible manner to mainstream children with disabilities
through inclusive policies and reorganizations of spaces
from physical, cognitive and organizational viewpoints. It
is endorsed that school interaction goes far beyond than the
theory can teach. It lies exactly in the democratization of
using spaces and the inclusion process that the autonomy
and formation of citizens with sociological and ethic values
will be favored [18].
Inclusive education involves respect, flexibility and sol-
idarity, and it is clear that just practice has the powers to
teach them. However, the school environment has the moral
and civic obligation to foster the socialization and inter-
action of all children, since not only the formal academic
learning is achieved, but simultaneously learning how to live
as individuals as well.
An egalitarian treatment is considered through the devel-
opment of ethical competences which lead to an ethical
behavior and maturation of social accountability from a
systemic vision that includes cultural and social issues.
Organizational ethics principles are based on reflection,
[27].
Pursuant to Article 227 of Constitution of the Federative
Republic of Brazil of 1988:
It is the duty of the family, the society and the State
to ensure children and adolescents, with absolute pri-
ority, the right to life, health, nourishment, education,
leisure, professional training, culture, dignity, respect,
freedom and family and community life, as well as
to guard them from all forms of negligence, discrimi-
nation, exploitation, violence, cruelty and oppression.
(Text given by Constitutional Amendment no 65/2010).
The abovementioned text ensures the children’s rights
regardless of their physical, psychological or emotional
conditions, and therefore it does not seem to be legiti-
mate that the educational environments are not properly
arranged to the compliance with the law. We are aware
of the law, but simultaneously, we see that most part of
schools have not been equipped to admit the students
with disability. Although extremely important, the legal
aspect does is far from being enough for the paradigm
change.
This study designs to analyze the association between
Universal Design and inclusive ergonomics which will enable
the construction of ethical spaces in terms of structural-
social organization, egalitarian treatment and opportuni-
ties, and management based on dialogue and ethics.
The article has an exploratory, descriptive and biblio-
graphic nature, and will be divided in six parts: Introduction,
population and educational general data, legal approach,
ethical management, Universal Design and conclusion.
This article herein is expected to broaden the visibility of
this educational dimension hereof for children with disabil-
ity by focusing on the need of turning these environments
into inclusive places so people can be fully included, regard-
less of their limitations. It also aims to contribute for the

Please cite this article in press as: Paraizo CB, Bégin L. Inclusive educational perspective: A reflection for a future that
is already present today. Éthique et santé (2018), https://doi.org/10.1016/j.etiqe.2018.01.001
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Inclusive educational perspective
implementation of public policies that can fulfill the ethical
demands of persons with disabilities.
Population and educational general data
The players (educators, parents, societies, and the State)
engaged in the educational process should keep in their
agendas the dialogue and concern with the integration of
children with disabilities by providing them social and eco-
nomic conditions for their flourishing.
To accomplish such engagement satisfactorily much more
than the parties’ goodwill is required; it is indispensable
having a differentiated pedagogical expertise at schools,
guarantee the structural adjustments of environments, eco-
nomic conditions for inclusion purposes, and above all the
certainty that all players will be open for new experiences
by breaking the physical, social and psychological barriers.
According to United Nations Organization (UN) (2016),
10 percent of the world’s population live with some kind of
disability, and they are the world’s largest minority. In this
percentage, 80 percent of these persons with disabilities live
in developing countries, according to the UN Development
Program (PNUD).
According to the Organization for Economic Cooperation
and Development (OECD) [30], persons with disabilities are
significantly higher among groups with lower educational
level, and that disability incidence is reportedly higher
among women than men. A comparative study on disability
legislation showed that only 45 percent of countries have
anti-discrimination law (UN, 2016).
Brazil has, 24 percent, around 45 million persons living
with some disabilities according to Population Census 2010
of Brazilian Institute of Geography and Statistics (IBGE).
From these 48.1 percent live with visual impairment; 27.1
percent with physical disability; 16.6 percent with mental
disability, and 8.2 percent with hearing impairment.
In Brazilian Population Census 2000, IBGE [1] found that
33 percent of population, or 1/3 of illiterate population,
or with less than 3 years of schooling were made of persons
with disabilities. It also showed that out of three million chil-
dren and adolescents with disabilities, only eighty thousand
(80,000) were attending school.
In 1998, from 200 thousand persons with disability
enrolled in basic education, 13% percent were studying in
regular classes. In 2014, this percentage increased to 79 per-
cent which stands for 900 thousand persons enrolled (Brazil
Portal, published in March 2015 and modified in April 2015
[2]). The Education Ministry has stated that investments in
this sector were made in order to enhance the teachers’
qualification on special needs education, by making feasible
the multifunctional resources for accessibility, and deliver-
ing resources for structural adjustments of the educational
areas.
The right of persons with disability to attend regular
classes of regular education is set forth in Article 205 of Fed-
eral Constitution ‘‘Education, which is the right of all and
duty of the State and the family, shall be promoted and fos-
tered with the cooperation of society, with a view to the full
development of the person, his preparation for the exercise
of citizenship and his qualification for work’’ [25,26].
Please cite this article in press as: Paraizo CB, Bégin L. Inclusive educational perspective: A reflection for a future that
is already present today. Éthique et santé (2018), https://doi.org/10.1016/j.etiqe.2018.01.001
3
It is understood that all children with disability shall have
the right for full development as any other children. They
have potential to cooperate with the social, cultural and
economic development which will depend mainly upon the
chances they will be given. ‘‘The underestimation of the
abilities of people with disabilities is a major obstacle to
their inclusion and to the provision of equal opportunities.’’
[3].
Legal approach
The legal aspects are part of the political and legal frame-
work of a State, and are designed to safeguard the equality
of rights to everyone, even if in practical terms, the belief of
all parties engaged therefrom is required for full compliance
with the law, free of any bias.
Legal actions have been progressively developed for the
inclusion and for the generation of areas that may avail
the equity, the jure or the facto. In this article, some
rules of higher relevance for the matter concerned will be
considered such as the Law 7853/1989 that sets out the
‘‘social integration’’ of persons with disability, and the Law
8069/1990 enacted by the virtue of the Statute of the Child
and Adolescent to ensure the priority of actions and pub-
lic policies for prevention and protection of children with
disability [22,26].
The Law 9394/1996 intended to promote the inclusion of
children with disability into the regular schooling system as
well as the support for its effectiveness thereof. The term
‘‘intended’’ herein is used to explain that despite of the Law
and the efforts resulted-therefrom for its enforcement, the
society has faced a reality that precluded full enforcement
of the Law. The schools architecture was not suitable for
inclusion; the teachers were not qualified and trained to
teach special education, taught large size classes, and there
was no supportive staff available, and the society delivered
the attitude and discriminatory barriers. In spite of passing
the Law in 1996, and all ongoing and tireless efforts of the
State and the society, twenty years later this reality is still
strong in Brazil.
In Brazil, these barriers started been hugely fought from
the enactment of Law 10048 of 8 November 2000, and Law
10098 of 19 December 2000. Law 10048/2000 stipulates pri-
ority service to persons with disabilities, elderly, pregnant
women, persons holding infants, and the Law 10098/2000
sets forth general and basic criteria for fostering the acces-
sibility of persons with disability or under limited mobility.
On February 11, 2001, Brazilian Education Council signed
the Resolution no. 2, which stood for a great progress
for the inclusion of children with disabilities in regular
schools, backed up by National Guidelines for Special Edu-
cation in Basic Education. From that date onwards, several
actions supported by Resolutions, Decrees and Laws were
celebrated for the inclusion of children with disabilities in
regular schools, also establishing the adjustments, support-
ive measures, and specific qualification of teachers required
for such purpose.
The first Brazilian technical standard NBR 9050 [4] from
Brazilian Association for Technical Standards (ABNT) on
accessibility was issued in 1985 [5], and was the basis for
the implementation of universal design in Brazil. In 2004,
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4 C.B. Paraizo, L. Bégin
the universal design standard has become law upon Federal
Decree 5.296.
Currently, this movement has grown increasingly and
in diversified manner in both developed and developing
countries Concerning applicability, the legal scenario ranges
a lot and depends on the culture of each country, and the
way each citizen is perceived within his society.
Ethical management
As indicated earlier, the rules and laws have been enacted
and updated over the years. However, considering the edu-
cational scenario, and based on IBGE, PNUD, NU and other
surveys, there is too much to be done. Each action requires
much more than a rule to govern it. To make the rule a
reality, moral engagement and transparency by the parties
involved are lacking. Major condition required for action
and reflective engagement to break and set forth new
paradigms, in addition to willingness of public government
to provide legal support, is the need of having free and
independent moral agents.
According to [14,15], ethics may be understood as the
analysis on the rule and value, ‘‘a normative speech analyzes
more the legal and axiological aspect of human action than
the action itself’’ [29]. Ethics comes up as a possibility for
solving the moral dilemmas that may arise in the institutions
and society.
An irregular behavior of human action towards the
respect to the other may, to a certain extent, be considered
as form of deviance. Understanding herein ‘‘irregular behav-
ior’’ as a synonym for lack of implementation of actions,
normalized or not, to the benefit of the minority population.
Irregular is also understood as an inappropriate treatment,
the generation or permission of a non-egalitarian relation
between two groups socially labeled as unequal.
It is important to consider that the school, in addition
to being a place for learning and teaching, is also a com-
pany subordinated to the economic, social and cultural
frameworks of the society where the school belongs to. To
understand the school as such means to assign the school
features of an administration management, having orga-
nizational structure, work division, productivity, methods,
processes and technologies. The school has been seen as an
educative company tied to administration and reproduction
models so as to meet the demands from the labor market.
Alongside the interactive and participative practices thus
bringing up matters related to decentralization, participa-
tion and autonomy, as established in ethics management,
have been increasingly put into practice (OECD, 2009).
According to Lacroix et al. [6,21], the ethics manage-
ment requires exactly the effort for availment of autonomy
and decentralization, so as all players will play participative
and reflective roles. They also states that the complexity
and growing individualism in society may produce divergent
standards and values, and believe that the right in its legal
aspect will give back to the community the need of reflective
action, and the claim for a new model of social organi-
zation targeting the dialogue, equality and perspective of
collectivity.
It is assessed if the ethical management may be used
as a strong tool to prevent from an inappropriate behavior,
Please cite this article in press as: Paraizo CB, Bégin L. Inclusive educational perspective: A reflection for a future that
is already present today. Éthique et santé (2018), https://doi.org/10.1016/j.etiqe.2018.01.001
since it occurs exactly in the cooperation, reflection and
engagement [13]. According to Public Management Commit-
tee (PUMA), an ethical structure is defined as the political
engagement, an efficient legal aspect, efficient mechanisms
of accountability, socialization mechanisms supported by
education, presence of a coordination body for ethical mat-
ters, and a society made of citizens able to monitor the
governmental activities.
OECD [7] also states that synergy among several compo-
nents of an ethical infrastructure will be based on cultural
traditions and political-administrative initiatives taken to
promote the ethical behavior.
A conduct that meets positively the social needs will be
inseparable from an ethical behavior, thus being impossible
not stress that ethics shall be considered as part of any kind
of management, and as the basis for leadership [8].
In that consideration, education is the main tool for the
reduction of discrepancies involving the social and econom-
ical background of persons with disability, and as the means
to enhance the inclusion, school shall be addressed as an
Institution guided by the possibility of an ethical manage-
ment.
According to Bégin [8], ethical management is translated
as the respect among people, and integrity within personal
and corporate practices. This author also stresses out that
ethical sense shall be an essential quality, and that this sense
is part of the fulfillment of ethical principles, rules, values
and competences, which are none other than the capacity
to react to conflicts, and solve tensions from several number
of possibilities. Actually, Bégin explains that competence is
not inserted in which is done, but exactly the manner some-
thing is done. It is also said as the union of known, to know
how to do, and to know to be in a community, and from the
interaction of its participants.
Universal design
The purpose of Universal Design is the creation of spaces and
means of communication to be used by all people, without
discrimination of any kind. The idea in this concept herein is
to foster spaces less adaptive and more inclusive for every-
one, irrespective their competences, so as to ensure they
are naturally included in the environment without being
noticed by other people.
Flexibility and low physical effort are part of this
concept, as well as the intuitive manner it is presented
to enable the user to use it even without any previous
experience.
In Brazil, universal design is a concept whose potential
has to be further explored for fostering more responsible
and engaged projects to be truly inclusive.
Through the total of endless possibilities as for example:
Use of non-slippery floor, installation of handrails, enough
space for wheelchairs, ramps and inclusive didactic materi-
als will enable the creation of educational spaces to be used
for all [17].
Inclusive ergonomics
Ergonomics, or human factors is a discipline that deals with
the comprehension of the interactions among human beings
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Inclusive educational perspective
and other elements of a system in order to transform the
environment, and then to deliver more welfare for people,
and functioning of processes more efficiently [31]. These
systems may be seen as complexes when each party acts
interdependently with other parties, with no trace of lin-
earity and predictability, as found within the corporate
ethics.
Concerning persons with disabilities, ergonomics will pro-
mote the adjustments of spaces and working systems so as
to better serve this population in such way persons with dis-
abilities are able to attend schools, get integrated in regular
courses, regular classes, and act independently.
The Universal Design currently adopted in several
countries including Brazil aims at combating barriers, what-
ever their nature are, and turning the environment more
accessible to everyone. According to Universal Design Cen-
ter (UDC) [9], this design adopts some principles such
as being flexible, simple, equitable, intuitive, tolerant
for error, aims at using low physical efforts, and sizing
the dimensions of spaces in such way to foster auton-
omy. The Universal Design approach stands for fostering
of the inclusion of students with disability into the school
environment.
When we refer to ergonomics and in Universal Design,
we actually mean the existence of physical, cognitive and
organizational environments embedded with the character-
istics of Universal Design, having these environments being
prepared and adjusted to include the persons with disabili-
ties and any other public. An ergonomics intervention from
the physical viewpoint will consider the presence of free-
barriers architectural structures, use of assistive technology
(resources and services promoting autonomy and inclusion
of persons with disability), illumination and sound projects
suitable for special needs, interactive smart boards, and
adaptive furniture [16,19,23].
Cognitive ergonomics addresses the problem-solving,
decision-making and recognition of situations but also car-
ries out predictions, monitoring and arrangement of mental
calculations [10]. According to Lida [11] the cognitive fea-
tures refer to the user’s knowledge on how to use a product
as per his previous experiences. Ergonomics in association
with Universal Design cooperates in removing the system
complexities, using symbols of international recognition,
and devices that promote safety by adopting more intu-
itive mapping systems, information of easy recognition and
readable, for instance.
Organizational ergonomics aims at organizing the man-
agement systems so as to have a dialogue-based horizontal
management, and to keep the equality among the partici-
pants.
This association between ergonomics and Universal
Design is able to develop and foster the individual ability
of each person in such way.
An ergonomics intervention shall change the envi-
ronment, and this is accomplished in several phases:
Appreciation, diagnosis, assessment of human costs, design,
and ergonomics assessment. It is also possible to think of an
intervention in a practical manner under the micro-, meso-
and macro-aspects. The micro aspect is the intervention
itself; meso is accomplished by the environment in which the
intervention is executed; and macro are the public policies
that include the practices and intervention objects [12].
Please cite this article in press as: Paraizo CB, Bégin L. Inclusive educational perspective: A reflection for a future that
is already present today. Éthique et santé (2018), https://doi.org/10.1016/j.etiqe.2018.01.001
5
Conclusion
The education is believed to be the path outlined to deliver
mainstream paradigms shift, which is related to the educa-
tion and inclusion of persons with disability into school.
In order to achieve this goal, we propose the interaction
between ergonomics, universal design and organizational
management or ethics since we believe that together they
could result in a more inclusive, fair and egalitarian schools.
Ideally, the intervention will always have a starting point,
in a certain context, and will target the attainment of a
desirable situation.
It is of paramount importance removing all barriers
hinder the intellectual, cultural, social and economical
development of disabled persons, and according to the pur-
pose of this article, the students with disability, is to deliver
conditions for the development of these persons in the main-
stream society as citizens able to exercise their rights. It is
believed that by granting them better education and more
sounded training, students with disabilities will have more
working opportunities in the future.
Empowering this population is important, and in doing
so, the principles of inclusive ergonomics, universal design
and ethical management are considered appropriate as their
applicability implies building spaces for discussion, encour-
agement for reflection, commitment and participation of
all persons in an egalitarian manner and free from segre-
gation. Both employs the dialogue and reasoning as tools.
Both includes an ongoing flow of interactions in a continu-
ous process through multidirectional and self- organizational
moves.
Simultaneously, it is believed that the legal approach
backed up by actions towards this public as a single action is
not sufficient to solve all situations resulted from a variety
of dimensions, and despite of having a great deal of laws
and regulations governing this context, there is too much to
be done and conquered.
And it is exactly within this context that we challenge
the association between inclusive ergonomics and ethical
management and do design universal to draft new public
policies for an inclusive school, as well as it is believed in
the strong cooperation that we as citizens, ergonomists, and
ethical persons can deliver.
Disclosure of interest
The author declare that they have no competing interest.
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