IMPLEMENTATION OF SPECIAL EDUCATION IN BRAZIL: LEGISLATION AND PATHS TAKEN

Abstract

To better understand the scenario of special education from the perspective of inclusive education, this article aims to survey the legislation relating to special education to identify which paths have been taken so far. Faced with the need to identify a framework of inclusion laws, we adopted the bibliographic research method to collect the information that was analyzed based on researchers in the field of inclusive education. Among the results obtained, we identified that the perspective of inclusion is an old demand in the national scenario that, initially, was limited to private and welfare institutions. With the development of society, the understanding of universal rights was also changed, which provided a new vision on the need for universalization of basic rights, which includes access to Education and Health. We identify with this that legislation has advanced significantly with the help of education professionals, people engaged in the cause and representatives of civil society, in parallel with the interest of public representatives, however in the school scenario the applicability is still limited and the law is not sufficient to ensure inclusion and representation. Thus generating the need for more control mechanisms to guarantee access, permanence and inclusion of people with disabilities and other needs with accessibility to free, quality public education.