ACCESSIBILITY FOR MULTIFUNCTIONAL RESOURCE ROOM STUDENTS IN RONDÔNIA: THE CONVERGENCE BETWEEN PAEE, PEI, AND PDI

Abstract

The present study investigated pedagogical convergence and accessibility practices within the State Education Network of Rondônia, focusing on the unification of planning instruments for Special Education. The main objective was to analyze how the integration of the Specialized Educational Service Plan (PAEE), the Individualized Education Plan (PEI), and the Individual Development Plan (PDI) qualifies attitudinal and methodological accessibility in daily school life. Methodologically, a bibliographic and documentary research of a qualitative and exploratory nature was conducted, with the corpus selected via the PRISMA protocol, totalling 36 records including legal frameworks and scientific literature. The investigation demonstrated that the instrumental unification established by Technical Note No. 02/2024/GEES-SEDUC/RO overcomes the historical fragmentation between the support provided in Multifunctional Resource Rooms and the regular classroom. It is concluded that the materialization of effective inclusion depends on the symbiosis between institutional support and collaborative teaching, transforming the rigor of documentary records into a tool for preserving pedagogical memory and guaranteeing student rights.