IMPACT OF SPECIALIZED EDUCATIONAL SERVICES IN A HIGHER EDUCATION INSTITUTION

Abstract

The article addresses the implementation of Specialized Educational Services (AEE) in a public higher education institution, highlighting its role as an essential tool in the implementation of inclusive education as provided for in Brazilian legislation. Based on action research, the study reports on the experience of a teacher-researcher responsible for implementing the AEE service at a Technology College in the State of São Paulo, describing the structuring process, challenges, and results. AEE, as defined by Decree No. 7,611/2011, by the National Policy on Special Education from the Perspective of Inclusive Education (BRAZIL, 2008) and reaffirmed by Decree No. 12,686/2025, which establishes the National Policy for Inclusive Special Education, aims to eliminate pedagogical, attitudinal, and architectural barriers, ensuring the full participation of students targeted by Special Education (PAEE) at all levels of education. The research revealed that AEE acts as a pedagogical and institutional mediator, strengthening dialogue between teachers, students, and administrators. Initially focused on a single student with neurodivergence, the service quickly expanded, serving eleven students with different disabilities and disorders by the end of the first year. This expansion highlighted the importance of the AEE as a space for welcoming, collaborative planning, and in-service teacher training. The teacher-researcher identified attitudinal barriers as the greatest challenges to the consolidation of inclusion, confirming analyses by Mantoan (2003) and Zerbato (2021) on the impact of ableism in the educational environment. In response, continuing education was promoted and Individualized Education Plans (IEPs) were developed collaboratively, enabling curricular adaptations and accessible assessments. The article concludes that AEE, by integrating theory and practice, transforms the university space into a more just, accessible, and democratic environment, which is indispensable for consolidating the right to inclusive education throughout life, especially in light of the new guidelines established by the 2025 policy.