SPECIAL EDUCATION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

Abstract

Special education in the perspective of inclusive education permeates various aspects of analysis and intricacies of historical and contextual reflection, many of which stand out in the face of the construction of educational policies and practices that seek to integrate, aggregate and value spaces, individualities, personalities and others characteristics that constitute the individual with limitations in their physical, cognitive or even mental capabilities. In Brazil, there is a significant number of special students who, due to their needs, are not always stimulated, guided and assisted in accordance with the rights and guarantees attributed to them in school environments. Furthermore, the objective of this study was to discuss special education from the perspective of inclusive education, analyzing the scenario of challenges and potential. In methodological terms, bibliographical research was carried out on the main search sites, using thematic descriptors, considering studies published between the years 2018 and 2023. This research was also conducted using a qualitative, exploratory basis and explanatory. It was concluded that there are, in fact, propositions that make special and inclusive education constructive from the point of view of the advancement and development of students belonging to this class. On the other hand, there are challenges that pose as real impediments to promoting actions that strengthen this scenario, such as low special service infrastructure, teachers without adequate training and preparation, high school dropout rates and student failure rates, lack of material didactic and low accessibility of students to quality technological resources and specialized to their limitations.