PUBLIC POLICIES AND ACCESSIBILITY IN BRAZILIAN SCHOOLS: ADVANCES AND LIMITS IN ENSURING INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES AND NEURODEVELOPMENTAL DISORDERS

Abstract

This article analyzes public policies and accessibility in Brazilian schools, discussing advances and limits in ensuring inclusive education for students with disabilities and neurodevelopmental disorders. It is a qualitative study with a bibliographic and documental design, based on legal frameworks and official documents, as well as academic studies addressing architectural, communicational, pedagogical, and attitudinal accessibility. The results indicate a normative framework that supports mainstream schooling, the provision of educational supports, and the removal of barriers, along with evidence of increased enrollments in mainstream classrooms. However, limitations persist due to inequalities in accessible infrastructure, availability of assistive technologies and resources, pedagogical organization, and teacher preparation for inclusive practices, affecting participation and learning. The study concludes that legal and quantitative advances must be accompanied by continuous investment and monitoring so that accessibility becomes a concrete condition for attendance, participation, and learning.