THE ROLE OF THE SCHOOL IN GUARANTEEING THE RIGHT TO EDUCATION OF STUDENTS WHO ARE THE TARGET PUBLIC OF SPECIAL EDUCATION

Abstract

This article analyzes the role of the school in guaranteeing the right to education of students who are the target public of Special Education, considering that this right is not limited to access to enrollment, but also involves effective conditions for permanence, participation, and learning. The study aimed to discuss how the school can act in the construction of inclusive practices capable of ensuring an education committed to equity, accessibility, and the recognition of differences. Methodologically, this is a bibliographic study with a qualitative approach, developed through the analysis of recent academic productions, normative documents, and legislation that guide Special Education from an inclusive perspective. The results show that the school occupies a central place in the realization of this right, especially when it invests in removing barriers, teacher education, articulation among professionals, and the reorganization of pedagogical practices. It is concluded that guaranteeing the right to education of students who are the target public of Special Education depends on a school performance committed not only to access, but also to the construction of meaningful, inclusive, and socially just educational experiences.