The right of students with special educational needs to access education through the school curriculum

Abstract

The article aims at highlighting the curriculum as an important element in the construction of inclusive school practices that ensure access to all students to school education and permanence. In order to do that, we retrieve a few legal marks of the school attendance to students with special educational needs in order to understand the educational treatment expected for this population throughout time in our country. Provided that we actually aim at the construction of inclusive practices in the classroom, such intention must be clear in the curriculum, through anticipating flexibilization and adaptation mechanisms that ensure equal opportunities to access knowledge, a right to every student. The discussion on curricular differentiation, starting from the general curriculum, must be part of the teachers’ routine and refer to their knowledge about each one of their students as well as to how each one relates with the context in which they are, building their school experience.