AEE 2026: A Transição do Modelo Clínico para a Inclusão Pedagógica

Medical reports are no longer a barrier! Understand how the definitive shift from the clinical to the pedagogical model in 2026 guarantees the right to Specialized Educational Services (AEE) through mandatory Case Studies and Individualized Education Plans (PEI). Find out what changes in your school with the new decrees. AEE 2026: From Clinic to School – The New Paradigm of Inclusion In 2026, Specialized Educational Services (AEE) consolidates a historic paradigm shift in Brazil: the definitive transition from the medical-functional model to the social and pedagogical model of inclusion. This transformation, governed by Federal Decrees No. 12,686/2025 and No. 12,773/2025, shifts the focus away from "clinical disability" and towards identifying and eliminating barriers present in the school environment. 1. The Pedagogical Nature of the Service The nature of AEE in 2026 is strictly pedagogical and not a substitute for regular schooling. Unlike the clinical model, the AEE teacher does not perform medical diagnoses or therapies, but acts as a manager of accessibility to the curriculum. The central objective is to guarantee equity, providing specific resources (such as Braille, assistive technology, or alternative communication) so that the student achieves the same learning objectives as others. 2. The End of the Medical Report Barrier The most emblematic change of this new era is that access to AEE and the support professional is no longer conditional on the presentation of a diagnosis, report, or medical certificate. According to Article 11, § 7 of Decree No. 12,686/2025, the guarantee of provision is based on pedagogical principles, preventing the absence of a clinical document from restricting the constitutional right to education. The report becomes a subsidiary document, attached to the pedagogical plan, but never a prerequisite. 3. The Case Study as a Sovereign Tool With the departure from the clinical model, the Case Study becomes the official and mandatory methodology for identifying student needs. It consists of a pedagogical evaluation process carried out by the school team and the family, focused on identifying: The physical, communicational, and attitudinal barriers of the school context. The student's potential and abilities. The assistive technology strategies and resources necessary for autonomy. 4. The Documentary Structure: IEP and EEAP For inclusion to move beyond the declarative plan and become real practice, the 2026 legislation requires two individualized documents: EEAP (Specialized Educational Service Plan): Organizes the service and resources that will be offered in the after-school period or via collaborative teaching. IEP (Individualized Educational Plan): Mandatory instrument that integrates the actions of the regular classroom and the EEAP, personalizing the teaching-learning process and the evaluation. In São Paulo, Resolution SEDUC No. 129/2025 reinforces that these documents must be reviewed periodically and shared with families through bimonthly reports. 5. Technical Authority and Professional Training The transition to the pedagogical model requires greater specialization. Decree No. 12,773/2025 increased the rigor of continuing education: Special Education Teachers: Bachelor's degree plus specific training of at least 360 hours. Support Professionals: High school diploma plus training of at least 180 hours. This requirement aims to ensure that the school has the technical authority to decide on the necessary interventions, without depending on external clinical opinions to organize its daily pedagogical activities. -------------------------------------------------------------------------------- Official Sources for Consultation: Federal Decree No. 12,686/2025 (PNEEI): Link Planalto - Establishes the policy and defines the Case Study (Art. 11) and demedicalization (§ 7). Federal Decree No. 12,773/2025 (Adjustments): Link Planalto - Makes the PEI mandatory (Art. 12) and defines the workloads of 360h and 180h (Art. 13 and 15). SEDUC-SP Resolution No. 129/2025: Official Gazette of the State of SP - Regulates the service in São Paulo and the new monitoring instruments. MEC Technical Note No. 04/2014: Inep/MEC Portal - Legal basis for the non-mandatory nature of the clinical report in the school context. Glossary School Census 2025 (Inep): Updated concepts on PEI, PAEE and identification of disorders. PROFSEDUC: Technical information and authority for teachers who AEE 2026, Inclusive Special Education, Decree 12.686/2025, Decree 12.773/2025, SEDUC Resolution 129/2025, End of Medical Report, Pedagogical Case Study, PEI and PAEE, School Inclusion, PROFSEDUC.