PEREIRA, Mairis Sousa.
Abstract:
With a focus on special education from the perspective of inclusive education, the present
work has the general objective of analyzing the concept of school inclusion and the concept of
special educational needs (SEN) in Brazilian educational policy. Our specific objectives
were:To describe the education scenario specialization in the perspective of inclusive
education in Brazil; To understand the concepts of inclusion and special educational needs
proposed in the legislation to effect inclusive education and To discuss the concepts of
integration and inclusion through analysis of the policy of inclusive Brazilian educational
education. A qualitative study was developed based on the following question: how does
Brazilian legislation conceptualize school inclusion and special educational needs? This is a
documentary research where we use the analysis of thematic content for analysis of legal
documents. The analysis of the legal documents showed us how is currently the inclusive
scenario of education in Brazil, we observed that although the inclusion of students with SEN
in the classrooms of regular education is increasing, there is still a lack of accessibility in a
considerable number of schools to attend the students with SEN. We have realized that the
existing laws guarantee the rights for the realization of education for all, with conditions of
access and permanence; but the practice is still far from reality. In this way, we consider that,
in order for inclusion to be really effective, it takes much more than enrolling pupils with
SEN in common rooms, it is necessary to give them learning conditions, through not only
integration in the common room, but professionals who are qualified to understand and teach
according to the specificity of each.
