The objective of the work is to analyze the schooling of students with special educational needs by means of governmental official data about the access and permanence of this population in the K-12 education. Thus, microdata from the Brazilian Basic Education Census and from Paraná (2012) are used. The analysis shows that, in spite of the implementation of the inclusive education policy, modes of segregated service still are strongly present in Paraná, enrollment concentrates around the initial grades of the K-12 education, with wide age/grade discrepancy, and a low number of enrollments for specialized educational services.
Inclusive Education; Educational Policy; Special Education; Educational Indicators