This article addresses the national policy for Special Education, discussing the related guidance and regulations in the 1991-2011period. Over this time education has gone through a period of reforms. Such reforms in Special Education changed its definition, redefined the public to which it is intended and its organization regarding its services. This paper presents and analyzes of policies and programs that constitute the area within that defined period, highlighting the Implementation Program for Special Education Resource Rooms, Inclusive Education Program:the right to diversity and Include Program. The conception of Special Education and the related services were approached. Secondly, an analysis of the production of the Special Education Working Group of ANPEd (National Association of Post-Graduation and Research) on the subject Education Policy in its twenty years of existence was developed. Twenty-nine papers that focused on the educational policy were examined. For purposes of analysis, eight production categories were organized: implementation, access and retention, teacher training, curriculum, inclusive perspective, state and professional education. The results revealed the importance of research developed in the country and disclosed during the ANPEd Special Education Work Group meetings for clearly understanding the Special Education policies in Brazil especially regarding the principles and concepts, propositions and dynamics of implementation in the state and municipal schools.
Special Education; Educational Policy; National Association of Post-Graduation and Research
