| Popis: |
This text aims to present and discuss the ways in which Special Education services are being offered in rural and indigenous schools, due to the inclusion policy of students with disabilities, autism spectrum disorders and high skills / giftedness. Therefore, through a bibliographic review, empirical research results are exposed that show the nuances, similarities, developments, adjustments and flexibilities of Special Education services in rural and indigenous schools located in microcontext of the following Brazilian states: Amapá, Mato Grosso do Sul, Pará and São Paulo. From this perspective, it is intended to elucidate, in the practice context, management aspects of the inclusion of students considered Special Education Target Audience within Rural and Indigenous School Education, in order to signal scenarios, possibilities and challenges of implementing this policy proposal. |
