SPECIAL EDUCATION FROM AN INCLUSIVE PERSPECTIVE: PROGRESS AND CHALLENGES OF TARGET 4 OF THE NATIONAL EDUCATION PLAN (2014–2024)

Resumen

This study analyzes the progress and challenges of Special Education from an Inclusive Perspective during the term of the National Education Plan (PNE) 2014–2024, with an emphasis on the implementation of Target 4. The research was conducted through a Systematic Literature Review using a qualitative, descriptive, and exploratory approach, guided by the recommendations of the PRISMA 2020 protocol. Searches were conducted in Google Scholar, SciELO, and the CAPES Journals Portal, resulting in the selection of six studies that met the established criteria. The findings revealed progress in expanding the access of students who are the target population of Special Education to mainstream classrooms and in broadening the provision of Specialized Educational Services. However, challenges remain regarding teacher education, accessibility, the availability of pedagogical and technological resources, funding, and regional inequalities. The analysis demonstrates that increased enrollment represents significant progress but is insufficient to ensure effective inclusion. It concludes that consolidating Special Education from an inclusive perspective requires continuity in public policies, sustained investment, stronger professional training, and improved conditions to ensure students’ continued enrollment, participation, and learning.