The purpose of this article is to present theoretical and conceptual questions about Public Inclusive Policies and to reflect upon evaluation of children with special educational needs. The article was based on the results of the author's research on this subject. The right to regular education has made possible for children with special educational needs to develop cognitive and social functions and for teachers who are involved in this process, to seek for qualification in several fields of knowledge. The article also mentions evaluation, which needs a critic reflection. Special attention is given to Vygotsky's theoretical contributions, and to their implications for the discussions on education and society inclusion.
Policies and inclusion; Inclusive education; Teachers; Children with special educational needs; Evaluation; Vygotsky's theory