PUBLIC POLICIES OF INCLUSION IN FACE-TO-FACE EDUCATION AND EAD

Abstract

The study sought to analyze the inclusive education of the 21st century and its respective Public Policies for Inclusion by Distance Education. The process is overlawed by specific legislation, which have driven the need to reinvent, in a certain way, some accommodated, with practice remains the challenge, if it really meets what is established in law. Thus, the general objective of the study is to present special and inclusive education, highlighting the struggles for social inclusion in curricula, especially for Special Education, in the modality of Distance Education. Present the importance of training education professionals to work with differentiated teaching strategies in the view of the Curriculum as a tool in the teaching/learning process and work on special educational needs for strategies that can favor knowledge, understanding, reflection, inclusion and citizenship within classrooms, stimulate the training of enlightened citizens regarding this theme and enable understanding and awareness special educational needs, more precisely, encourage inclusion and citizenship in the school space in parallel. The methodological procedure for preparing the study was developed by exploratory bibliographic research, consultations in books, journals, websites and academic papers related to the theme.