REGULATION OF SPECIALIZED EDUCATIONAL SUPPORT AND THE CHALLENGES OF ITS IMPLEMENTATION IN BRAZILIAN SCHOOLS

Abstract

Specialized Educational Service (AEE) is a key instrument for guaranteeing the right to inclusive education in Brazil, designed to ensure conditions for access, participation, learning, and development for students targeted by Special Education. Although its provision is supported by various legal and regulatory frameworks, its implementation within the school context still faces challenges regarding institutional organization, professional training, the availability of pedagogical and accessibility resources, and the coordination between specialized services and the instruction provided in general education classrooms. In this context, this article aims to analyze the regulations governing Specialized Educational Service within the Brazilian educational system, discussing the principles, responsibilities, and conditions established for its provision, as well as the challenges associated with its implementation in daily school life. This study employs a qualitative approach based on bibliographic and documentary research, grounded in the analysis of legal and regulatory documents guiding Special Education and AEE in Brazil. Key documents include the 1988 Federal Constitution, the Law of Directives and Bases of National Education, the National Policy on Special Education from the Perspective of Inclusive Education, CNE/CEB Resolution No. 4/2009, Decree No. 7.611/2011, the Brazilian Inclusion Law for Persons with Disabilities, and more recent regulations regarding inclusive Special Education. The analysis is based on the understanding that the existence of legal provisions is a fundamental, yet insufficient, condition for ensuring educational inclusion. It is argued that the effective implementation of AEE requires coordination among public policies, school management, teacher training, accessibility resources, and inclusive pedagogical practices. Thus, the study seeks to highlight potential discrepancies between the guarantees established at the regulatory level and the conditions necessary for their actual implementation in schools.