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Diversas organizações internacionais desempenharam um papel crítico contra o uso tradicional do termo especial em educação. A educação integradora e, posteriormente, a Educação Inclusiva foram valorizadas, bem como a diversidade dos alunos. A Itália representa um caso específico por sua política de integração radical de 1977. A França apresenta um caleidoscópio de instituições e de profissionais, herdado das raízes históricas da Educação Especial. A lei de 2005 não faz mais referência à Educação Especial, e a lei de 2013 reconhece a inclusão escolar de toda criança. Usos paradoxais do especial ainda permanecem na Itália e no Brasil. Por fim, nós nos interrogamos sobre as relações entre a ética e a democratização. ; Several international organizations have played a critical role arguing against the traditional use of the term special in education. Integrated education and, subsequently, inclusive education were valued, as well as student diversity. Italy is a specific case for its radical 1977's integration policy. France presents a kaleidoscope of institutions and professionals, inherited from the historical roots of Special Education. The 2005's law no longer mentions Special Education, and the 2013's law recognizes the inclusion of every child in school. Paradoxical uses of the special still remain in Italy and Brazil. Finally, we addressed the issue of the relationship between ethics and democratization.

Abstract: Several international organizations have played a critical role arguing against the traditional use of the term special in education. Integrated education and, subsequently, inclusive education were valued, as well as student diversity. Italy is a specific case for its radical 1977's integration policy. France presents a kaleidoscope of institutions and professionals, inherited from the historical roots of Special Education. The 2005's law no longer mentions Special Education, and the 2013's law recognizes the inclusion of every child in school. Paradoxical uses of the special still remain in Italy and Brazil. Finally, we addressed the issue of the relationship between ethics and democratization.

Résumé Le champ éducatif français oppose un fort système normal, d'un côté, et un sous-système spécial, de l'autre. Cette séparation est ancienne. Elle persiste à la fois au plan institutionnel, juridique et idéologique, malgré toutes les tentatives de rapprochement, en particulier au travers des politiques dites d'intégration scolaire des enfants handicapés. Les auteurs examinent successivement les ancrages historiques de ces clivages sectoriels, les contradictions actuelles des politiques qui s'affichent pourtant en faveur de la scolarisation pour tous, enfin la place occupée par les cultures professionnelles dans les résistances et les formes d'adaptation aux mutations éducatives en cours. L'enjeu fondamental est de construire des conditions institutionnelles, mais aussi socioculturelles et professionnelles, qui permettront effectivement une inclusion évolutive et durable. La question soulevée ici est donc celle des conditions d'une culture partagée.