The Disability School Education Policy:

historical and contemporary looks

Abstract

We intend to assess the policies in education concerning the service destined to the impaired students developed in the district of Fortaleza-CE, trying to identify the process of articulation of special education and regular schooling. Our
contributions are based on the views of a technician, two school managers and six teachers on the specialized educational service (SES) put into practice in Fortaleza through the actions of the National Program of Inclusive Education: Rights to
Diversity. This program aims to spread policies of inclusion in the educational systems; invest in the formation of school managers and teachers; make society aware of the necessity of inclusive education and form networks to support the
process of inclusion. Four districts of the State of Ceará are involved in this program, one of them being the district of Fortaleza which was selected as our researching source. We present a qualitative and descriptive study done through the
investigation of study cases; the analysis of documents and theories and researches done in the field. The data collected comes from statements and document analysis that made it possible to characterize the historical and political process of the special education both nationally and internationally. The sample is a public school from Executive Secretary I that we named Sabará. After this debate of facts and intentions, we found the urgent need of the permanent formation of educators who agree with the articulation of special education and regular schooling which represents an attitude breakthrough. According to the researchers, the SES has not yet produced deep results due to the difficulties of forming supporting networks to put into practice this policy; nevertheless, it is considered a breakthrough. The accessibility, the infrastructure and the pedagogical readjustments are still important questions concerning the articulation of special education and regular schooling.