evidencias de diagnostico de deficiencia intelectual se considerarmos a multidimensionalidade do conceito (SAO PAULO, 2008).Mesmo assim, notou-se que nenhum recurso diferenciado era oferecido em sala de aula. Pelo contrario, quanto maior a necessidade, mais precario era o atendimento. Por exemplo, os alunos do Termo I, nao correspondiam ao nivel dos conteudos esperados para a 1a e 2a series, exigindo maior apoio e recursos pedagogicos e nao eram atendidos nessa demanda especifica pela escola e, alem disso, a professora se dizia despreparada para trabalhar com alunos com NEE. Parece que, ainda, no ambiente escolar, existe a crenca que a condicao de deficiencia intelectual determina o limite de desenvolvimento do individuo e, portanto, nao sao necessarios muitos investimentos. Nessa perspectiva, a escola nao toma para si a responsabilidade de mediar o processo de aprendizagem, conhecimento e a insercao social e cultural dos individuos com essa deficiencia. Podemos constatar que passado alguns anos da implementacao da educacao inclusiva no Brasil avancamos pouco no oferecimento de possibilidades de aprendizagens e o direito ao ensino regular tem possibilitado a apenas algumas pessoas com necessidades educativas especiais, a qualificacao e autonomia nos estudos, ja com outras, continuamosoferecendo apenas a socializacao.CONSIDERATIONS FOR SCHOOL INCLUSION OF STUDENTS WITH SPECIALEDUCATIONAL NEEDS IN YOUTH AND ADULTSABSTRACT: This work carried through an exploratory study with nine students withSpecial Educational Needs (SEN) that had passed for the scholarship in last the ten yearsand who were registered in the modality of Education for Young people and Adults (EYA).The objective was to identify the effect of the inclusive education, with regard to access andequity in education, in relation to the acquisition of reading, writing and calculation,having as reference the initial cycle of literacy. The research was developed with studentsaged between 16 and 46 years, in a city in interior of Sao Paulo (Brazil). About theparticipants, three were attended the Term I: (1a and 2a series), three the Term II (3a e 4aseries) and three the Term III: (5a series). An Instrument of Evaluation was elaborated,with specific questions of Portuguese language and mathematics. The study found that inthe last ten years, of the investigated group, few students had frequented regular schooland those who attended were for a short period of time. The great majority studied, inrecent years, only in special school, against the current legislation of inclusive educationpolicy in the Brazilian educational system. Although the students receive the classificationof students with SEN, the scholar system demonstrate difficulties in taking care of thesestudents in theirs specific demands of learning and remain, still, the necessity of adequatetraining of teachers to work in the inclusive schools and to attend the diversity present inthe classroom.KEYWORDS: EYA. Inclusion. Literacy. Intelectual disabilities. Educational policy.AgradecimentoAgradeco o Programa Nucleo de Ensino da UNESP que apoiou o projeto cujoresultados geraram o presente artigo.REFERENCIASBABBIE, E. Metodos de pesquisas de Survey. Traducao de Guilherme Cezarino.Belo Horizonte: Ed. da UFMG, 1999.BRASIL. Ministerio da Educacao. Politica nacional da educacao especial na perspectivada educacao inclusiva. Brasilia, 2007. Documento elaborado pelo Grupo de Trabalhonomeado pela Portaria Ministerial no 555, de 5 de junho de 2007, prorrogada pela Portariano 948, de 09 de