The place of children with special needs in child education and inclusion polices in brazilian education

• Autor(a) principal: Monteiro, Solange Aparecida de Souza
• Data de Publicação: 2019
• Outros Autores: Ribeiro, Paulo Rennes Marçal
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/12203
• topic: Child education; Special needs; Inclusion.; Educación de la primera infancia; Discapacidad; Inserción.; Educação infantil; Deficiência; Inclusão.

In this article we try to think about which is “the place” where little children with special needs, in Child Education, from zero to five years old, have in actions and polices promoted by the Government in Brazilian education, hence the need to acknowledge who are they on the education system, which are their demands and if they do have any room in child education institutions. Based on the scientific literature and national legislation, we arrived at the conclusion that the place given to children with special needs, in research, by the public power and society in general, is still of invisibility, when we consider the inclusion of Special Education target audience students in Child Education. These children, through the history, were directed to occupy a “non-place”, were both social rights and citizenship are denied to them. With this reflection, we tried to do a resignification to this invisibility as much in the legislation, as in the education research fields and, specifically, of child education.