The number of students with disabilities and special needs enrolled in basic education in Brazil, as informed by the School Census indicates a considerable increase in the past 6 years. These numbers point to a still low enrollment rate in preschool and high school and a concentration of enrollment in the initial grades of elementary school, as well as a discreet increase in adult education. Taking into account school enrollment data in Brazil, the state of São Paulo and the city of Campinas, as well as information provided by administrators and teachers, the present study discusses the conditions of access and continuance of these students at school. In this way our aim is to reflect on the trends of inclusion, approaching the policy, conditions and strategies of the educational systems to welcome and educate students with disabilities.
Educational policy; Special education; Disability