Youth and Adult Education for students with disabilities: practices and reflections
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This study aimed to analyze the pedagogical practices directed at students served by special education in the Youth and Adult Education modality, as well as to investigate the articulation between these two educational modalities. With a qualitative and bibliographic approach, the research was conducted through a survey on the CAPES Journal Portal, resulting in the selection of 15 scientific articles. The data were organized into two categories: pedagogical practices and the articulation between Youth and Adult Education and Special Education. The results show that teachers in Youth and Adult Education face challenges in supporting students with disabilities, mainly due to gaps in their initial training and limited opportunities for continuing education, which affects the quality of their pedagogical practices. It was also observed that access to specialized educational support is limited for this group. The study concludes that it is essential to invest in teacher training, promote collaboration between educators, and strengthen public policies that ensure the right to inclusive education.
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