A EDUCAÇÃO ESPECIAL: ENTRE A TEORIA E A PRÁTICA QUE CONSOLIDA OS DIREITOS FUNDAMENTAIS DAS PESSOAS COM DEFICIÊNCIA

This study analyzes the historical and conceptual trajectory of Special Education in Brazil, highlighting the phases of exclusion, segregation, integration, and full inclusion of students with disabilities in the regular school system. The research, of a bibliographic, qualitative, and descriptive nature, is grounded in theorists such as Cunha (2015), Mantoan (2003), Rosa (2020), Souto (2014), and Rodrigues (2019), and investigates the conditions necessary to make school inclusion effective. It is identified that, although legislation guarantees the right to specialized services within the regular system, structural barriers and pedagogical practices still persist, hindering access, permanence, and the full development of these students. The study concludes that there is an urgent need for the progressive restructuring of schools, continuous teacher training, and intersectoral mobilization (families, psycho-pedagogical teams, and other professionals) to consolidate a truly inclusive school culture, capable of recognizing and valuing individual differences and ensuring quality education for all.