This article presents research results on service delivery to students with special needs in the municipal school system of São Paulo implemented as of 1993. It focuses on actions planned assist students with mental deficiency through the Classroom Service for Students with Special Needs (Salas de Atendimento aos Portadores de Necessidades Especiais (SAPNE)). In order to analyze possible contributions of this kind of service to school integration of these students, we proceeded to carry out a characterization of the yearly progression of those who attended the SAPNE program from the second semester of 1997 through 2001. Among other findings, the evidence showed that SAPNE isn't as efficient a resource as it should be, enabling integrated attendance in regular classrooms for that portion of students who present mental deficiency. What is needed to implement the service and make it effective is a greater investment of public funding, technical support and material conditions.
educational policy; special education; school integration