Özet:

Abstract This article presents an analysis of academic production on the intersection between early childhood education, young children with disabilities and educational policies. Through a bibliographic review, stricto sensu postgraduate research, articles published in educational journals and research papers presented in a scientific association in the area, from 2000 to 2020, were taken as a basis for the bibliographic survey. From the analysis undertaken, a reduced number of works were found that focused on this intersection, with the production practically, in its entirety, located in the field of special education. From this process derives the assertion that children with disabilities occupy a non-place in academic production, placing the discussion in a separate way and alien to the broader debates on the right to education.

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