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2,304 accessible vehicles for school transport were purchased and 1,874 delivered to 1,541 municipalities;
As of January 2015, 19,021 persons with disabilities have been given priority enrollment in professional and
technological education courses offered by PRONATEC;
59 universities have received resources to organize institutional policies geared towards the elimination of
prejudices as well as pedagogical, architectural and communication barriers;
Microcredit: USD 37 million were employed in 25,166 purchases of goods and services (wheelchairs, Braille printers,
adaptable cars, walkers and accessible furniture, etc.);
A school census of 2012 showed that 23,400 new students with disabilities became beneficiaries of the Continuous Cash Benefit (BPC) School Program , reaching 329,800 BPC beneficiaries in total; As well, a fter an active search to diagnose reasons for exclusion from school of BPC beneficiaries and removing the identified obstacles, the Government managed to increase to 70% the percentage of beneficiaries who are now in school;
20 Sign Language degree courses have been created;
The National Innovation Program for Assistive Technology Accessibility launched annual calls with USD 5 million of
available grants for the development of products and innovative services that increase the quality of life of people
with disabilities;
In July 2012, the National Reference Center for Assistive Technology - CNRTA, was inaugurated. Now a web tool -
the National Catalog of Assistive Technology Products – available, at which one can research about Assistive
Technology products manufactured or distributed in Brazil. Furthermore, 91 research centers established the
National Network of Research and Development for Assistive Technology.
The Bank of Brazil, in partnership with the Federal Government, launched in February 2012 to BB credit line
accessibility, aimed at financing the acquisition of assistive technology products. As of September 2015, 27,129
operations were carried out (worth USD 40 million).
F
ACTS ON
O
UTCOME
,
I
MPACT AND EFFECTIVENESS
1.
According to the Ministry of Education (MEC), in 2007, 654,606 students with disabilities were enrolled in Brazil,
of which 54% (348,470) were in segregated classes or special schools. In 2014, 886,815 students with disabilities
were enrolled: 79% (698,768) at regular classes and 21% (188,047) in special schools. According to DPOs, it is
therefore important to recognize the advances that came with the National Policy on Special Education from the
perspective of Inclusive Education, which was built to be in line with the Convention on the Rights of Persons
with Disabilities and allows more children with disabilities in general to be covered by public policy of education
with a substantial reduction of student in segregated school environments.
2.
According to a DPO submission to the CRPD of July 2015, in many states of Brazil, the Federal Policy of Inclusive
Education has faced barriers to advance, such as São Paulo, Minas Gerais, Paraná, among other. In these states,
a segregated system of education for children with disabilities persists, using the understanding that
Educational Service Specialized (AEE) could work as substitute of inclusive education, mainly because of political
power from special schools and due to lack of awareness among the families about the benefits of inclusive