PROPOSAL AND OBJECTIVES This initial and continuing education course aims to meet the demands of the implementation process of the LBI (BRASIL, 2016) and the National Policy on Special Education from the perspective of Inclusive Education (BRASIL, 2008), which require the restructuring of pedagogical practices of special and general education. In this course, we seek fundamentals and practices that break with the model of the clinical and welfare approach to Special Education and emphasize Inclusive Education as a "political, cultural, social and pedagogical action, triggered in defense of the right of all students to be together, learning and participating, without any type of discrimination' (BRASIL, 2008, p. 1), as also addressed by the Salamanca Declaration of 1994. In this scope, we seek to provide students with different possibilities of knowledge about resources, services and accessibility strategies, as well as design and develop plans for Specialized Educational Assistance (AEE) that aim to eliminate barriers in the schooling process, especially those present in the classroom common classroom. Thus, based on the proposition of curricular components, the course aims to favor the construction of scientific knowledge in this area of investigation, through mechanisms that create conditions for the reflection of the pedagogical practice of each course participant. In this way, the course aims to promote learning that involves the search and construction of knowledge, autonomy, initiative, creativity, cooperation, so that teachers act as agents of transformation of the school routine. The pedagogical proposal of this specialization therefore aims to offer theoretical and practical subsidies to equip professionals who work in the field of Education in general with basic knowledge in Special and Inclusive Education to articulate the inclusive process of students. In general, at the end of the course, graduates are expected to be able to outline inclusive strategies in the social context in which they are inserted, especially in the educational system. It is expected that the graduate has acquired experience and knowledge in at least one of the axes of the course, namely: 1) Construction of Knowledge; 2) Preparation for teaching.