Constitutional inclusive education system and specialized educational care

Abstract

This study focuses on the constitutional right to inclusive education. Based on bibliographical research, through books, laws, decrees, articles and international conventions, we could verify that the Brazilian constitutional legal system adopted the educational paradigm of inclusion, which provides equal conditions for the access and permanence of all students in regular education. The analysis of the applicable law showed that the constitutional inclusive educational system, in Brazil, does not prescribe the existence of a segregated environment, nor special rooms. All pupils must attend regular education and should be offered complementary Specialized Educational Assistance in the inverse shift to that of schooling. This assistance should consider the specifics of the students with deficiency, in order to identify, elaborate and organize pedagogical and accessibility resources that eliminate the barriers to the full participation of these pupils.