We analyze models of inclusion and educational interventions in Brazil and Portugal, as well as their impact on the development of students with special educational needs. We observed and interviewed teachers in their real school contexts, in confrontation with special education prescriptions and laws. In Brazil, we reported Cognition in Motion, research project based on the assumptions of the interactive assessment of SEN students, in a public school in Rio de Janeiro. In Portugal, the work focused on the themes of Early Intervention, Learning Difficulties and Individual Plan Transition, on the Minho region. We observed a significant gap between theoretical models, discourses of inclusion and effectively adopted interventions. Tracking pupils' development made us notice a inseparability between microsocial systems and macrosystemic conditions.
inclusive education; children with special educational needs; interventions models