BEYOND OBSTACLES: ACCESSIBILITY AND INCLUSION AS PILLARS FOR THE LEARNING OF STUDENTS WITH DISABILITIES

Abstract

This article discusses Special Education and the obstacles to accessibility in the school environment and pedagogical practice, highlighting education as a universal right and the subject of numerous debates in society. The research methodology employed was bibliographic investigation, through which general and specific objectives were explored. Generally, the study aimed to analyze the importance of universal design in the development and planning of the inclusion of students with disabilities in schools. The specific objectives include: identifying the challenges to facilitate the inclusion of these students; examining the resources provided by the State for public schools in support of Special Education; and emphasizing that the right to accessibility extends from home to the school environment. The research results indicate that universal design is crucial for ensuring that students with disabilities enjoy a safe and suitable space at school. The data analysis led to the conclusion that for Special Education to be truly inclusive, it is essential to develop projects and new methodologies that demand financial support from the State. These resources are necessary to promote accessibility in Brazilian schools, thereby ensuring the effective inclusion of all students.