EDUCAÇÃO ESPECIAL: UMA ANÁLISE BIBLIOGRÁFICA DOS DESAFIOS DA EDUCAÇÃO INCLUSIVA

Abstract

The present study investigated, through a bibliographical research, the integration of students who have specific educational needs, especially those with disabilities, in the regular education system in Brazil. To achieve this goal, a bibliographic analysis of texts that dealt with the challenges of inclusive education through public policies adopted in Brazil was carried out. In this investigation, the particularities of students with specific educational needs and the pedagogical practices adopted were highlighted so that it could be understood that the school environment is not only intended for learning reading and writing, but also a space for the formation of a critical citizen and, for that, it must be dynamic to the different needs of the students. Although it is still possible to identify criticisms about public policies, it is also necessary to consider their importance for the inclusion of people with disabilities and attention to specific educational needs in the school environment. The breadth of the discussion on inclusive education has ratified the need to drive the reorganization of schools and classrooms, implying a structural and cultural change in schools so that all students have their specificities met and, above all, so that they are trained to contribute for a more inclusive society.