Abstract
In accordance to the perspective of Inclusive Education, the school must guarantee Specialized Educational Service (SES) to students with disabilities, global development disorder and high skills or gifted students. This way, the present article aims to describe the job of the SES in the Elementary School of the Federal University of Uberlândia (Eseba/UFU), by understanding its legal and pedagogical articulation, as well as its role in kindergarten. Considering that kindergarten is the basis to make school inclusion effective, one understands that it is in such phase that the necessary stimulation to the development of capacities and abilities of the child will take place. But it is primordial to reflect that when one talks about inclusion in the school scope, one is not only referring to the presence of disabled children, but different ones; and that conceiving the inclusive principles to existing practices today in the education, has been a challenge to all segments. In this sense, the article leads us to reflect upon how SES may contribute to the inclusion process of students considered to be targets of the Special Education taking as reference to the pedagogical articulation with the job done in class. 
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