As políticas de inclusão escolar: perspectivas, implicações e referencialidades à educação especial

Abstract

The special education reflects in a teaching that aims at the development of the potentialities of the individual that need a special education of quality, that attends each student in its specificities. In this sense, this study has as a general objective to analyze conceptions, implications and referentialities about Special Education in the context of the policies of school inclusion, since it is through the school inclusion that people with special educational needs have the right to education . The present work is a qualitative research, of the bibliographic and / or documentary type of exploratory character and by the procedures of indirect approach. And that is well based on authors such as: Bozzo (2012), Brazil (1988, 1994, 2007, 2016), Freire (2008), Frias (2009), Mantoan (2001), Mittler (2003), Sassaki Vedoado (2014) among others.The work has great relevance, since the obtained results is that the school inclusion is an indispensable means for the social and cognitive development of individuals with special educational needs, a process that has gone through a long road of constructions, deconstruction and great challenges, the fight is still constant for a real school inclusion, still needing to rethink the conceptions, provide new learning opportunities and make adaptations in school curricula.