Inclusive Education in Brazil faces several hindrances, such as inadequate infrastructure in schools, deep-rooted social prejudice, scarcity of adapted teaching material, insufficient teacher training, among several other obstacles. To cope with these challenges, initiatives such as the Multifunctional Resources Room Program (Programa Sala de Recursos Multifuncionais) are crucial. Established by Resolution CD/FNDE/MEC no. 15/2020, this program allocates financial resources to equip rooms for deaf students with multifunctional and bilingual resources, aiming to provide specialized educational services for municipal, state and Federal District basic schools. The initiative, linked to the Program “Direct Money in the School” (Programa Dinheiro Direto na Escola – DDE) as well as the “Accessible School Program” (Programa Escola Acessível) aims to provide resources for acquisition of items such as pedagogical materials; wheelchairs; accessible drinking fountains; assistive technology products, equipment and materials for specialized educational services, among others. In addition to public policies, the creation of social projects and initiatives originated by organizations such as Instituto Chamex, which is committed to Inclusive Education in Brazil, are paramount to enhance the results of the cause, expand the debate on the issue and encourage the demand for more comprehensive actions from public agencies. In this context, we will explore some of the main challenges for Inclusive Education in Brazil and discuss pertinent peculiarities and complexities.

Inadequate Infrastructure: A main obstacle to implement Inclusive Education is the inadequate infrastructure in many public and private schools. For instance, there is a lack of access ramps for disabled students, adapted bathrooms and assistive technological resources for students with disabilities, preventing them from attending school safely and regularly. According to the 2023 School Census, despite the number of enrollments in special education having increased, as well as the proportion of these students included in regular classes, only 15% of schools have all accessible classrooms and bathrooms adapted for people with mobility difficulties. Besides, only 4% of schools have elevators and only half are fitted with access ramps. In 2023, only 201 schools (0.1% of all schools in Brazil) meet all analyzed accessibility requirements. This structural deficiency not only hinders the access of students with disabilities, but also demotivates these students and their respective families, often resulting in school dropout.

Specialized Teachers´ Training: The low specialized teacher training is a critical challenge for Inclusive Education. Data from 2022 indicate that, of the 2,315,616 regent teachers working in the country, 94.2% did not have continuous education in Special Education, according to the Special Education Indication Panel. Even among those working in the Specialized Educational Service with disabilities and, therefore, working exclusively with students with physical disabilities, less than half (44.3%) were getting continuing Special Education. This training gap remains a direct impact on the quality of education offered to students with disabilities in Brazilian schools. The absence of content focused on Inclusive Education in teacher training reflects the lack of prioritization of this theme in the academic curricula, which aggravates the disparity between the needs of these students and the preparedness of their schoolteachers.

Adapted Teaching Material: The production and distribution of adapted didactic and technological material are among the pertinent challenges being faced. Students with visual, auditive, or intellectual disabilities, among others, need specific materials to participate in all curricular activities. The National Accessible Textbook Program (Programa Nacional do Livro Didático Acessível (PNLD/Acessível) is an initiative by the Ministry of Education (MEC) to foster accessibility to teaching activities, providing access by participating schools to books in accessible formats for students and teachers with blindness, low vision and deafblindness. This includes books written in Inkscape Braille, as well as assistive technologies, such as accessible digital readers, for the EPUB3 format, which offers features such as interactivity, audio, video, and support for mathematical formulas, for instance. The material is compatible with several reading devices, such as computers, tablets, and smartphones. Although the PNLD/Acessível represents a government contribution, there are still issues to overcome to ensure its full effectiveness. The need to expand the scope and availability of the program is emphasized, aiming to reach all public schools in the country, at all levels of education.

Deep-rooted social prejudice: Deep-rooted social prejudice is one of the most distressing challenges facing Inclusive Education in Brazil. The inclusion of students with disabilities often faces resistance from other students, parents, and teachers. According to a survey carried out by the New School Association (Associação Nova Escola), eight out of ten pedagogical professionals said they had experienced discrimination against students with disabilities. According to the study, the main prejudice perpetrators were other students (58%) and the students’ family members (32%). Prejudice can result in bullying and social isolation, negatively affecting the academic performance and emotional well-being of students with disabilities. Overcoming deep-seated prejudices requires a deep cultural change, raising awareness about the rights of people with disabilities and the relevance of their inclusion. Educational programs and awareness campaigns are key to creating a welcoming environment. Initiatives involving the entire school community, such as lectures, workshops, and coexistence projects, can help to dismantle stereotypes and foster empathy and respect in daily interactions.

Instituto Chamex: Instituto Chamex is committed to promote Inclusive Education in Brazil and has developed important initiatives in this area. In partnership with Instituto Rodrigo Mendes, the project “Knowledge without Barriers | Training for Inclusive Education”, (“Conhecimento sem Barreiras | Formação para uma Educação Inclusiva”) is one example. It seeks to train teachers and educational agents throughout Brazil to encourage a more inclusive public education, fostering the implementation of good inclusion practices in their educational networks, especially for disabled students. Another highlight is that, in collaboration with Grupo +Unidos, Instituto Chamex is implementing the Innovation Room (“Sala de Inovação”), which brings technology and innovation to public school students. The first school to enjoy this benefit was the municipal school “E.M.E.F Professora Zilda Apparecida Marinho Seixas,” in Luís Antônio (SP), which was equipped with several technological tools, such as 3D printers and robotic equipment. The project also trained teachers to maximize the use of the new environment, which provides students, including those with disabilities, access to innovative practices that encourage experimentation and creativity. These are social movements that democratize access to quality education and prepare students – without excluding anyone – for today’s challenges, following the premise that creativity transforms education and education transforms the world. .
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References:

• Ministério da Educação. Programa Sala de Recursos Multifuncionais (Multifunctional Resources Room Program) Available at: Click here! Accessed March 3, 2024.
• O Globo Brasil. Apenas 0,1% das escolas brasileiras são totalmente acessíveis; ferramenta do GLOBO mostra as que se saem melhor. (Only 0.1% Brazilian schools are fully accessible; O GLOBO shows the best placed schools. Available at: Click here! Accessed June 4, 2024.
• DIVERSA. Painel de Indicadores da Educação Especial (Special Education Indicator Panel). Available at; Click here! Accessed June 4, 2024.
• Ministério da Educação. Programa Nacional do Livro e do Material Didático Acessível – PNLD. (National Textbook and Teaching Material Program). Available at: Click here! Accessed June 5, 2024.
• Instituto Chamex. Conhecimento sem barreiras (Knowledge without obstacles). Available at: Click here! Accessed June 5, 2024.
• Instituto Chamex. Inova. Available at: Click here! Accessed June 5, 2024.