Abstract:

Historically, people with some type of disability have been marginalized, with practices of exclusion from ancient to contemporary society. According to the Demographic Census (2010) from the Brazilian Institute of Geography and Statistics (IBGE), 46 million Brazilians, around 24% of the population, declared that they had some degree of difficulty in at least one of the skills investigated (seeing, hearing, walking or climbing steps), or have mental/intellectual disabilities. The Brazilian Inclusion Law No. 13,146/2015 aims to guarantee the rights of people with disabilities, and in its framework, it points out numerous parameters relating to educational access, with a view to expanding the rights of this public. Guaranteeing quality education is a right of all citizens and in this context - inclusive education - which currently presents a tendency to increase demand for education policy, requires joint efforts in favor of its implementation. The objective of this work is to analyze the physical structure of schools regarding the existence of inclusive accessibility for audiences with specific needs. This study applied a descriptive analysis of the data obtained, from the School Census made available by the National Institute of Educational Studies and Research (INEP), from the year 2022. A selection of variables was carried out, according to the theme to be addressed among active basic education schools. Among the variables chosen, we highlight the number of enrollments, schools with specialized educational services and others related to accessibility. The results identified a total of 184,249 students enrolled in 691 schools in the municipalities analyzed (Natal, Parnamirim, and Extremoz), 7,609 of which were in special education. Of the total number of schools, 158 (23%) have Specialized Educational Services (AEE). 250 (36%) schools have tactile floors, 512 (74%) have accessible ramps, however only 41 (6%) schools have sound signals. 72 do not present minimum conditions that provide accessibility.

Keywords:

Inclusion, basic education, accessibility, disabilities, Brazil.