Specialized educational support in multifunctional resource rooms: Equity and Inclusion in Secondary Education

Abstract

Introduction: The National Policy on Special Education from the Perspective of Inclusive Education in Brazil was implemented in 2008, establishing guidelines for the implementation of Special Education Services and for the creation of Multifunctional Resource Rooms as key strategies to guarantee the right to education for students with special educational needs. In this context, this article analyzes Special Education Services in Multifunctional Resource Rooms in high schools of three inclusive public schools in the state of Maranhão. Objective: It was understood how the organization of multifunctional resource rooms and the role of special education teachers contributed to inclusion and equity in the learning of students with special educational needs, between 2009 and 2016. Methods: A qualitative approach was used, with case study, document analysis, field observation, and interviews with twelve participants. Results: A total of 313 multifunctional resource rooms were implemented in the Maranhão State Department of Education during the study period, and these rooms represent strategic teaching and support spaces, providing adapted resources and continuous pedagogical support. However, challenges remain regarding insufficient materials and teacher overload. Conclusion: The effectiveness of special education services in multifunctional resource rooms depends on coordinated management, continuing education, and ongoing investment in inclusive policies, which are essential to consolidate fair and equity-oriented teaching practices.