FROM SEGREGATION TO INCLUSION: AN ANALYSIS OF SPECIAL EDUCATION IN THE CONTEXT OF INCLUSIVE EDUCATION

Abstract

This article portrays how Special Education has undergone profound transformations throughout history, shifting from segregating practices to an approach grounded in the principles of Inclusive Education. In this context, the article aims to analyze the historical, conceptual, and normative trajectory of Special Education, highlighting the transition from models of segregation and integration to the paradigm of educational inclusion. The research, qualitative and bibliographic in nature, is based on official documents, national legislation, and theoretical works that discuss the rights of persons with disabilities and the role of schools in promoting equitable education. The consolidation of Special Education from the perspective of Inclusive Education is discussed, emphasizing legal and pedagogical advances, as well as the challenges faced in implementing inclusive practices in everyday school life, such as teacher training, overcoming attitudinal barriers, and ensuring accessibility. Although there have been significant advances in the field of public policies, the construction of a truly inclusive school still requires structural, pedagogical, and cultural changes in order to guarantee the right to education for all.