Public Policies and Inclusion in Education

Abstract

The present study aims to explore the ongoing debate about social movements that seek to promote the inclusion of students with special educational needs in schools, with a special focus on the State's role in implementing public policies in this field. The justification lies in the development of research that reports on the State's responsibility in finding innovative solutions to overcome the challenges that prevent certain social groups from having access to the resources and services necessary for educational inclusion to happen, which means guaranteeing the right to education for all. The methodology used was bibliographic and qualitative. As a result, we bring to light the main aspects of teaching that address a new perspective on Special Education, considering the historical path of inclusion, as well as the measures adopted by the Department of Special Education in the fight for the social achievements of students with special educational needs. In conclusion, the terminology "special educational needs" is very broad and can apply to a large portion of students, especially in a succinct way to our conception of special educational needs adopted by Seed/DEE. This helps to better understand how we define the set of student-directed actions that are the focus of our policies. It is essential that public policies develop and implement laws that respect diversity and are committed to promoting human rights.