The objective of this study was to put forth an evaluation of education policies from 1979 to 2001 for the State of Sergipe, related to people with disabilities. The central source of information on the governmental administrative structure is the State Secretariat of Education, along with other institutions. Its document archives were related to the social indicators defined for the study (1-Planning, programs and governmental projects; 2-Expansion of the physical network; 3-Increase in registrations; 4-Organizational structure; 5-Human resources, and 6-Legislation). 136 different documents were identified, distributed for the sources of the information selected. The results suggested that there was a progressively more intensive implementation of certain specific educational programs and projects, where there had been intervention of international organizations. There was intensive and progressive production of legislation, restricted in scope as to practical consequences. Other changes were made to the organizational structure of the State, involving the Education Secretariat and creation of the organs relative to people with disabilities; there was on-going improvement to the physical network; registrations increased, especially at the preschool level, despite the low increase rates of high school and special education registration. With regard to special education policies, for the 22 years of administration analyzed in the study, the federal government provided for continuous dispensation of funding to the state government. This was essential for the success of the State's special education policies, since few investments were forthcoming from the State and Municipal governments for the provision of education of children and young people with special educational necessities throughout these last 20 years, which partially explain how inexpressive special education policies are for the State of Sergipe.
citizenship; educational policies; special education; disability