SPECIAL INCLUSIVE EDUCATION IN PUBLIC HIGH SCHOOL

SCHOOL STAFF, YOUNG PEOPLE WITH DISABILITIES AND FAMILIES ON STUDENT PERMANENCE

Abstract

Inclusive special education aims to guarantee access, permanence and learning for students who are the target audience of special education as a transversal teaching modality, from early childhood to higher education. The present study aims to evaluate the knowledge and application of the normative guidelines of the National Policy on Special Education in the Perspective of Inclusive Education (2008) from the perspective of managers, teachers, students, and family members, enrolled in the public school system at the level of high school. The research was characterized as a case study, based on the application of a systematic observation questionnaire and a semi-structured interview script, which sought to map the services and the inclusive situation in high school in the light of of different social actors. It’s identified that the effectiveness of the policy is related to its social recognition and the existence of institutional spheres for claiming rights, and it is not possible to dissociate this movement from the confrontation of structural obstacles found in high school, as well as the urgency of educational support services in the context of the common class, especially programs to prepare young people for post-high school transition.