Specific terminality and inclusive governance: a critical analysis of certification policies for students with disabilities
DOI:
https://doi.org/10.5902/1984686X98189Keywords:
Specific Terminality, Special Education, Inclusive EducationAbstract
The construct of Specific Terminality (ST) within Brazilian special education was established as a legal mechanism to guarantee certification rights for students with disabilities requiring curricular flexibility. However, its practical implementation raises critical debates regarding the boundaries between pedagogical equity and institutional segregation. This article critically examines ST, investigating how its application may lead to the premature end of schooling and the reinforcement of ableist barriers. Based on a literature review and documentary analysis of the Brazilian regulatory framework — highlighting the National Education Guidelines Law (Law No. 9,394/1996), CNE/CEB Resolution No. 02/2001, the Brazilian Inclusion Law (Law No. 13,146/2015), and Decree No. 12,686/2025 —, this study addresses the impacts of differentiated certification on student autonomy and the transition to post-school life. It advocates for the integration of Universal Design for Learning (UDL) and the reconfiguration of inclusive governance models so that certification serves as a milestone for continuous development and social justice rather than a barrier to full citizenship.
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