Educational policies for people with disabilities and autism spectrum disorder (ASD) in Porto Velho (2021-2024): advancements and challenges of inclusion.

Abstract

This paper examines educational policies for people with disabilities and Autism Spectrum Disorder (ASD) in the municipality of Porto Velho between 2021 and 2024. The central research question guiding this study is: what were the key advances and challenges in implementing inclusive public education policies in Porto Velho during this period? The primary objective is to analyze the public education policies enacted under the Porto Velho City Hall's government plan, specifically focusing on initiatives for people with disabilities and ASD. To this end, the study employs a methodological approach based on bibliographic review and document analysis, as defined by Lüdtke and Mega. Key documents were sourced from the Municipal Secretariat of Planning, Budget, and Management (SEMPOG), including the most recent administration's government plan, the Municipal Education Plan (PME), and the Strategic Planning documents. These materials demonstrate the administration's stated commitment to Special Education and the implementation of Inclusive Education initiatives within the municipal school system. Drawing on this analysis and data from the Municipal Secretariat of Education (SEMED), this work assesses the structure of special education in the municipal network. It considers significant challenges such as the Covid-19 pandemic, deliberative actions by the public authorities, and ongoing teacher training. The study concludes that while advances exist, they require more consistent follow-through and evaluation to ensure truly equitable and inclusive education. It is hoped that this research will bring greater visibility to special education public policies, thereby fostering improvements that effectively serve all students with disorders and/or disabilities.