THE ROLE OF SPECIALIZED EDUCATIONAL SUPPORT (AEE) IN THE EFFECTIVENESS OF SCHOOL INCLUSION

Abstract

This article aims to analyze the role of Specialized Educational Support (AEE) in the effectiveness of school inclusion, considering its pedagogical and organizational contributions within the context of basic education. School inclusion, as a principle ensured by educational public policies, requires more than providing access for students who are the target audience of special education to regular schools, demanding pedagogical practices that guarantee participation, learning, and development. This is a qualitative, bibliographic study based on the analysis of scientific publications, legislation, and official documents that address inclusive education and Specialized Educational Support in Brazil. The results indicate that AEE plays a central role in overcoming pedagogical, communicational, and attitudinal barriers, acting in a complementary way to regular teaching and contributing to the adaptation of pedagogical strategies, the use of accessibility resources, and the strengthening of collaborative work among school professionals. It is concluded that the effectiveness of AEE depends on its articulation with the school’s pedagogical project, continuous teacher training, and management support, establishing it as a fundamental element for consolidating an inclusive education committed to equity and the right to learning for all students.