After this phase appeared the integration. Where the person is integrated in the regular school, since that the same one has conditions of if adapting to the pertaining to school environment, and the school does not need no effort to receive this pupil. This is that it has that to adjust itself socially. The integration is supported in clinical principles, its objectives are normative and corrective. Its concern is with behavior and the social integration (SASSAKI, 1997). Currently the society and, mainly the representative people with deficiency and entities of the same ones, come fighting for a system, where they can be enclosed and to enjoy of the same directed rights the too much citizens (education, health, work, leisure), that is, a total inclusion. As Blacksmith says: ' ' an education specialized in and for aluno' ' (Blacksmith, P. 119).
Making possible to be in fact a citizen, as she nails our great letter, the Federal Constitution of 1988, when she says that all the citizens are equal before the law, without distinction of any nature. (Federal Constitution, 1988, art. 5.). Thus leaving of the medical model of the deficiency for the pedagogical model, considering ' ' the underlying psychological factors to the behavior of the pupil, its level of psicomotora maturity, its period of training of development cognitivo' '. (BLACKSMITH, 2003:101). The inclusion is supported in principles pedagogical, with interacionais objectives. Its concern is with the acquisition of the knowledge and social interactions.
It is a process that it needs to be I coat continues and constantly. (BLACKSMITH, 2003). Inclusion x integration In middle of the decade of 1990, the education model that if it searched for the people with deficiency was of the integration in detriment of the segregation. Currently what one searchs is the inclusion in opposition to the integration, therefore what is wanted is a school for all and with equal chances.