SPECIALIZED EDUCATIONAL ASSISTANCE FOR CHILDREN WITH PHYSICAL NEURAL-MOTOR DISABILITY ON EARLY CHILDHOOD EDUCATION: REAL POSSIBILITY?

In the decade of 1990, the discussions on inclusive education started in Brazil, with the possibility of elaborating public policies for the accessibility of students with disability since early childhood education. As a result of this context, this study presents, as its thematic, the specialized educational assistance for children with physical neural-motor disability on early childhood education. It has the following objectives: to know about the historical and legal principles of the special education in Brazil; to analyze the access of children with physical neural-motor disability on early childhood education; and to evaluate the specialized educational assistance on early child education for these children. The methodology was based on an exploratory research with qualitative characteristics upon the analysis of Law documents, as well as theoretical assumptions that are engaged with this thematic, using as a timeframe, the text of the National Policy for the Special Education in the perspective of the Inclusive Education, edited in the year of 2008. As to the outcomes, it was observed that, despite the investments of the Public Authorities on programs of special education, the specialized educational assistance is not guaranteed for children with physical neural-motor disability on early childhood education. In summary, it was noted that the right for education for these children is subtracted; the pedagogical practices have clinical-therapeutic conceptions, existence of the public-private partnership by means of the institutionalization of the teaching.