Braga, Taís Batista FernandesNeves, Luciano Oliveira Azevedo2019-12-102024-10-022019-12-052019-12-102019-02-07https://ri.uea.edu.br/handle/riuea/6608The present study aims to verify the barriers to the inclusion of students with disabilities in the regular education system and, consequently, to the realization of their fundamental right to education, through the analysis of the social reality of Brazilian legislation against the protective legislative framework on the theme. To this end, we analyze the historical course of educational provision for people with disabilities, addressing the first educational experiences developed, the institutionalization, the emergence of schools and special classes, the proposals for school integration and, finally, the concept of inclusive education. educational model that seeks to achieve effectively today. Also, the legislation on the right to education of people with disabilities is presented, from the first Brazilian Constitution to the Statute of the Disabled, enacted in 2015, exposing the main social, material, pedagogical and financial barriers found in schools, that lead to the ineffectiveness of Brazilian law. The method of approach adopted is the deductive and the monographic procedure, with the use of documentary and bibliographical research.Acesso AbertoAtribuição-NãoComercial-SemDerivados 3.0 Brasilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Direito à educaçãoRight to educationPessoas com deficiênciaDisabled peopleInclusão escolarSchool inclusionTrabalho de Conclusão de Curso