PROCESSOS INCLUSIVOS DE ESTUDANTES COM DEFICIÊNCIA INTELECTUAL À LUZ DOS MICRODADOS DO CENSO ESCOLAR E DOS ESTUDOS DA DEFICIÊNCIA

This article discusses the theoretical and practical approaches to Specialized Educational Assistance (AEE) in the context of educating students with intellectual disabilities, based on a critical analysis of disability models. Based on Brazilian legislation, such as the Federal Constitution (1988), the Law of Guidelines and Bases of National Education (LDB, 1996) and the National Policy for Special Education from the Perspective of Inclusive Education (2008), the study seeks to understand how these guidelines influence the practice of SEL. It discusses the challenges faced by educators, the articulating role of ESA and the social barriers faced by students with disabilities. In addition, the importance of an inclusive curriculum and the pedagogical practices that promote accessibility to the curriculum are addressed. The documentary and bibliographic data is complemented by an analysis of the School Census, highlighting the increase in the enrollment of students with intellectual disabilities, the need for continuing training for teachers and the consideration of perspectives on disability that involve the discussion of sociological aspects that affect the subjects that make up this public.