Abstract
This article analyzes the scope of Law No. 13,146, of July 6, 2015, the Brazilian Inclusion Law for Persons with Disabilities, in the educational field, considering normative advances and the challenges involved in its implementation in educational institutions. The study aims to discuss the extent to which the Brazilian legal framework has contributed to consolidating the right to education for persons with disabilities and which obstacles still hinder the guarantee of access, permanence, participation, and learning. A qualitative, exploratory, and descriptive approach is adopted, based on documentary and bibliographic research. The corpus comprises the 1988 Federal Constitution, the National Education Guidelines and Framework Law, the Brazilian Inclusion Law, the Salamanca Statement, documents from the Ministry of Education, and studies related to special education, inclusion, stigmatization, and social policies. The analysis shows that the existence of a broad normative framework does not, by itself, guarantee the effective realization of the right to education. Architectural, communicational, pedagogical, and attitudinal barriers persist, along with insufficient resources, professional training, and coordination between public authorities and the school community. It is concluded that inclusion requires institutional and pedagogical transformations capable of turning formal rights into effective educational experiences.