Abstract
The move from integration to inclusion is more than a change of terminology. It is a shift from one set of beliefs to another. The reason for change in paradigms is that the old set of theories no longer can fulfil its purpose to create coherence in complex situations.
The main question that yesterday's theory about the integration of visually impaired students no longer can explain is, 'Why does the student not automatically become a part of the group's social life?' Or as it is often put, 'Social integration is the most difficult part of integration.' This is a complex of problems that is obvious to many, but difficult to explain. So when a set of theories is no longer functional, it is time to create a new one. The theory of inclusion is a step in that direction.
Until now it has been the theoretical fields of pedagogy and didacticism that have been constructing the new paradigm of inclusion. The aim of this article is to show that a psychological approach to the understanding of visual impairment is essential to develop the concept of inclusion.
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