THE ABSENCE OF SUPPORT PROFESSIONALS AND ITS IMPACTS ON THE TEACHING AND LEARNING PROCESS OF STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION

Abstract

This article analyzes the absence of support professionals and its impacts on the teaching and learning process of students with disabilities in inclusive education. It is a bibliographic review with a qualitative and exploratory approach, based on educational legislation, official documents, and authors who discuss inclusive education, accessibility, specialized educational assistance, collaborative work, and teacher education. The study aims to understand how the lack or precariousness of this professional affects participation, autonomy, communication, and the academic and social development of students who are the target audience of special education. The methodology consisted of an interpretative analysis of theoretical and normative productions related to the historical trajectory of education for people with disabilities, the social foundations of inclusion, and the functions of the school support professional. The results indicate that, although Brazilian legislation recognizes the need for educational support and barrier removal, many schools still face a shortage of professionals, undefined roles, weak training, and teacher overload. The study concludes that effective inclusive education requires regulation, professional valorization, training, and integration of these professionals into pedagogical practices, without replacing teachers' and institutions' responsibility for teaching.