What do the policies and indicators reveal about the schooling of students with multiple disabilities in Brazil (1974-2021)?

• Autor(a) principal: Rebelo, Andressa Santos
• Data de Publicação: 2023
• Outros Autores: Pletsch, Márcia Denise
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação Especial (UFSM)
• Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/70980
• topic: Special Education; Multiple Disability; Educational Indicators; Educación Especial; Discapacidad Múltiple; Indicadores Educativos; Educação Especial; Deficiência Múltipla; Indicadores Educacionais

The schooling of the population with multiple disabilities still faces numerous challenges in the Brazilian context. In this sense, this paper analyzes the enrollment indicators of students with multiple disabilities between 1974 and 2021 and the political guidelines for the education of this share of the population. In methodological terms, normative and guiding documents were analyzed on the public of Special Education and statistical surveys of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). The analyzes showed, among other aspects, the increase of enrollment of people with multiple disabilities in common schools, lack of consensus on who and how many students would be in official documents, weaknesses in the policy guidelines on intersectoral actions and educational strategies, especially those who require more specific pedagogical interventions, such as the use of alternative communication, for example, the case of children affected by the Congenital Zika Virus Syndrome.