Inclusive education from the perspective of special education: advances, challenges, and perspectives in the brazilian scientific literature

Abstract

Inclusive Education, from the perspective of Special Education, constitutes one of the main pillars of Brazilian educational policies aimed at guaranteeing the right to education, equity, and the appreciation of diversity. This study aimed to analyze, based on the Brazilian scientific literature, the advances, challenges, and future perspectives of Inclusive Education from the perspective of Special Education, identifying thematic trends, methodological gaps, and implications for public policies and educational practices. Methodologically, this is a qualitative, exploratory, and descriptive study based on a systematic literature review, using content analysis of scientific publications produced between 2010 and 2025 in Brazilian academic databases. The findings reveal significant normative advances, an expansion of research on teacher education, Specialized Educational Assistance (SEA), accessibility, and assistive technologies, as well as a strengthened understanding of Special Education as a cross-cutting educational modality integrated into mainstream education. However, persistent challenges remain, including insufficient teacher preparation, regional inequalities, limited educational resources, fragmented intersectoral policies, and the gap between legal frameworks and their effective implementation in schools. It is concluded that the consolidation of genuinely inclusive education requires continuous investment in public policies, democratic school management, curriculum reorganization, expanded accessibility conditions, and stronger integration between scientific research and pedagogical practice. This study contributes to advancing the academic debate on Inclusive Education and provides evidence to support researchers, policymakers, and educators committed to building more equitable, democratic, and socially inclusive educational systems.