This study investigated the implementation of school inclusion policies for students who are the target audience for special education in full-time schools in the Amazon region of Amapá, highlighting the main facilitators and barriers in this process. The research method is based on documentary research of primary sources, in a qualitative approach, focusing on public policies available at the State Department of Education (SEED) of Amapá. The data sources for this study included various documents, such as Pedagogical Plans, reports on specialized educational services (AEE), guidelines and public policies implemented by SEED-AP, as well as reports and questionnaires available at the management of implementation of full-time schools of SEED-AP. Data collection involved three stages: identification of documents on inclusion in full-time schools, access through requests and public platforms, and qualitative and quantitative analysis with descriptive statistics to summarize the information. The results indicate that, despite advances in public policies, the implementation of school inclusion faces significant challenges, such as the lack of adequate infrastructure, the shortage of trained professionals, and the absence of formal diagnoses of architectural barriers. Furthermore, the inequality in the distribution of resources accentuates regional disparities, limiting access to inclusive education in more isolated areas. It is concluded that, in order to achieve full and effective inclusion, it is necessary to strengthen the continuous training of professionals, improve school infrastructure and promote an equitable distribution of resources. The research suggests replicating effective inclusive practices identified in outstanding schools in the region.
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