Legisla??es educacionais inclusivas e os suportes que contribuem com a inclus?o dos alunos com defici?ncia na rede regular de ensino

The following work aims at analysing the inclusive educational legislations and their supports, which contribute to the inclusion of disable students into the scholar system. The research was carried out by means of studying specialists on the issue, by analysing the Law of Directives and Foundations of the National Education (n.9394 of 1996), highlighting Chapter V, which deal with Special Education; besides, the National Policy of Special Education, through the Inclusive Education Perspective of 2008, and the National Directives for Special Education at basic school (2001) were also studied. Some authors were studied as academic references, such as Mantoam (2008), Bueno (1999), Sassaki(2006) among others, who discuss the issue of inclusion of disabled students into the scholar system. The essay considers how such policies and normatives have come up to make efective the right to education of disabled students and high abilities. It also presentes what endorsements have been stablished for the complement or supplementation of the scholar process of those students. Thus, it was concluded that all students have the right to an education of quality, which should supply their needs. School and society should respect the laws that support them and guarantee their scholar inclusion, by means of making use of what is offered to them by guaranteeing to them and education that priorizes them and make opportune their personal development as human beings; so, they will be aware of their peculiarities and needs, aiding in their inclusion into the scholar environment and in the society, in a way that may not have discrimination an account of their conditions.O presente trabalho tem por objetivo analisar as legisla??es educacionais inclusivas e os suportes que contribuem com a inclus?o dos alunos com defici?ncia na rede regular de ensino. A pesquisa foi realizada atrav?s de estudos de te?ricos sobre a tem?tica, an?lise da Lei de Diretrizes e Bases da Educa??o Nacional n?9394 de 1996, dando ?nfase no cap?tulo V em que trata da Educa??o Especial, al?m da Pol?tica Nacional de Educa??o Especial na Perspectiva da Educa??o Inclusiva de 2008 e as Diretrizes Nacionais para a Educa??o Especial na educa??o B?sica (2001). Alguns autores foram utilizados para as an?lises referentes ao tema, como Mantoam (2008), Bueno(1999), Sassaki(2006), entre outros, que discutem a tem?tica da inclus?o do aluno com defici?ncia na rede regular de ensino. O estudo faz reflex?es sobre como essas pol?ticas e legisla??es vem amparar o direito ? escolariza??o dos alunos com defici?ncias, transtornos globais do desenvolvimento e altas habilidades/superdota??o. Tamb?m apresenta quais os suportes t?m se estabelecido para a complementa??o ou suplementa??o da escolariza??o desses alunos. Assim, conclui-se que todos os alunos t?m direito a uma educa??o de qualidade, a qual deve suprir as necessidades de cada educando. A escola e toda a sociedade devem respeitar as leis, que os amparam e que garantem sua inclus?o escolar e fazendo uso dos suportes que lhes s?o oferecidos, garantindo por lei como uma educa??o que d? prioridade e que oportunize o seu desenvolvimento pessoal enquanto sujeito. Assim o sujeito compreende suas peculiaridades e necessidades, auxiliando para a inser??o no ambiente escolar e na sociedade de modo que n?o haja diferencia??o desses alunos independente de sua condi??o