ABSTRACT
This study focuses on the constitutional right to inclusive education. Based on bibliographical research, through books, laws, decrees, articles, and international conventions, we could verify that the Brazilian constitutional legal system adopted the educational paradigm of inclusion, which provides equal conditions for the access and permanence of all students in regular education. The analysis of the applicable law showed that the constitutional inclusive educational system, in Brazil, does not provide for the existence of a segregated environment, nor special rooms. All students must attend regular education and should be offered complementary Specialized Educational Assistance in the inverse shift to that of schooling. This assistance should consider the specifics of the students with disability, in order to identify, elaborate, and organize pedagogical and accessibility resources that eliminate the barriers to the full participation of those students.
KEYWORDS
Education; Mainstreaming education; Special education; Disabled persons; Human rights