AN OVERVIEW OF INCLUSIVE PRACTICES FOR STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS IN FEDERAL INSTITUTES OF EDUCATION; CHALLENGES AND ADVANCES

Abstract

The specialized educational services offered at Napnes (Support Centers for People with Specific Educational Needs) are of fundamental importance for the inclusion and retention of graduates in professional education, as these institutions aim to guarantee a comprehensive human development, thus offering greater independence and autonomy to graduates. It is known that special education is a right guaranteed by law, and its applicability requires a more careful analysis to provide inclusion and comprehensive education for all. This study is a systematic, qualitative review conducted through the analysis of six articles published in the last five years on the subject, thus seeking to answer the guiding question: How are inclusive practices for students requiring specific educational services being implemented in federal educational institutions? Focusing on their progress and challenges. In this sense, preliminary findings point to the need for investment in teacher training and better investment in public policies aimed at special education, thus contributing to the development of a qualified team capable of effectively providing specialized educational services that fully include and develop students and are capable of transforming society.