EDUCATIONAL INCLUSION: REALITIES AND CHALLENGES OF SPECIALIZED EDUCATIONAL SERVICES (AEE) IN THE INCLUSIVE PROCESS OF STUDENTS WITH DISABILITIES: A CASE STUDY

Abstract

The school inclusion of students with disabilities is a central theme in contemporary educational discussions. In this context, Specialized Educational Assistance (AEE) emerges as a fundamental resource to ensure these students' access, participation, and learning. However, its effectiveness and contributions to the inclusive process remain a subject of investigation. This study addresses the problem that the absence of AEE in some schools compromises the provision of inclusive and equitable education. The general objective of this research was to analyze the challenges of AEE for the educational inclusion of students with disabilities, focusing on pedagogical practices in two distinct realities: a municipal school and a state school in Maracanaú, Ceará. Adopting a qualitative approach, a case study was conducted in these two institutions. Data collection instruments included documentary analysis, field diary, questionnaires, and participant observation. The questionnaires were analyzed descriptively, while the interviews followed content analysis methodology to identify relevant categories and themes. The results reveal that the absence of AEE in the investigated schools significantly impacts the school inclusion of students with disabilities. Despite some punctual initiatives to address these demands, the pedagogical strategies and available resources proved insufficient to ensure the students' integral development. Interviews with teachers underscored the need for continuous training to deal with the diversity of educational needs. Additionally, the lack of material and human resources was pointed out as one of the main obstacles to implementing inclusive practices. The findings confirm that AEE is effective in promoting the quality of teaching and learning, offering targeted support that effectively promotes school inclusion and the development of students' potential.