Atendimento educacional especializado – AEE: inclusão e funcionamento no âmbito escolar

Abstract

Analyzing the readings during the research related to inclusion, the rights of students with disabilities, global developmental disorders, or high abilities, it became necessary to address Specialized Educational Services (AEE), their functioning in public schools, and the inclusion of students with special needs. According to the bibliographic survey conducted for this article, the main objective of the study was observed: to describe AEE, its importance in inclusion, and its functioning within the school environment. The research was developed from readings of articles, magazines, and reports, allowing the acquisition of data on the lived situation, the functioning of AEE, accessibility, and inclusion in Brazil. The research was conducted through a bibliographic review based on themes such as: the functioning of AEE classrooms; inclusion and pedagogical support for children and adolescents. It was observed that the authors demonstrated the significant role of legal, psychological, pedagogical, and family support in this process, highlighting the responsibility of the school, the teacher, and the specialist to innovate in order to provide a learning environment so that the student does not depend solely on resource rooms. After analysis, the need for enforcement of public policies on special and inclusive education, professional development, and continuing education as a stimulus and preparation for professionals, whether regular classroom teachers or specialists, is noted.