Special education enrollments double, but challenges remain

Contemplated with an increase of more than 100% in the number of enrollments in the four-year period (2018-2022), according to the School Census of Basic Education, prepared by the National Institute of Educational Studies and Research Anísio Teixeira (Inep), last year, special education still lacks measures that consolidate it in the country.

Such progress, although attesting to the existence of a heated demand for this differentiated type of learning and demonstrating the importance of the debate around inclusion in schools (as establishes law nº 13.005, of the National Education Plan, PNE) requires a complete formation, free of prejudices, that recognizes the differences between people and reaffirms the value of each individual.

Another relevant piece of information from the census is that 90% of the contingent of special students (disability, autistic spectrum or high abilities) would be enrolled in the traditional education network, and not in classes exclusive.

For specialists in the field, a fundamental step in this direction would be the creation of support networks for educators, based on the assumption that the Responsibility for the learning of students with disabilities belongs to everyone involved in the process (in addition to the family, health professionals), and not just of educators.

In this context, it would be up to the school to supply teachers with constant training and continuing education, premises that teachers able to deal with this special class, through adaptations and availability of equipment essential to the learning. In practice, however, most undergraduate courses do not prepare these educators to deal with the differences and particularities of each student. Currently, the number of teachers specialized in the language in Libras or Braille, for example, is much lower than necessary.

For this gap to be filled, the suggestion is the use of the National Common Curricular Base (BNCC) by schools, with a view to consolidating the training of pedagogues, which should be extended to all education basic. Because it is not a fixed and immutable measure, it is necessary to make this curriculum more flexible, in order to allow for updating. of this special learning, which includes the provision of specific material and furniture, as well as the acquisition of computers and softwares.

Far from being isolated in this unique task, the school can rely on Specialized Educational Assistance (AEE) and the support of the respective state government, that allow defining, from the structure (read: functionality) of the building, the introduction of adequate teaching methods, to rooms and inclusive environments and with accessibility, not to mention the adjustment of various installations, such as bathrooms, with the adaptation of sinks and toilets suitable for people with special needs specials.

Within classrooms, there is a need to 'rethink' 'teaching approaches', through active methodologies, through which the student becomes at the center of their teaching process and learning. Here, the main objective is to ensure a more empathetic, collaborative and solidary education, which promotes autonomy and confidence on the part of the student.