This article is initially the result of bibliographical and field research, discussing the work carried out with students enrolled in a special class in a public school in Manaus/Am. It is observed that Brazil has made great progress in relation to public policies related to inclusive education, as several laws, decrees and ordinances in recent years have sought to guarantee access for students with disabilities in regular schools. The research aims to present a perspective of the services provided to students who work in special classes. It relies on the basis of authors such as Diniz (2022), Diniz and Colares (2024) and Veiga Neto (2001). A field survey was carried out with a teacher and ten students from the special class, the interviewees were the same ones who signed the Free and Informed Consent Form - ICF. It is concluded that the special class, although it is a service outside of common classes, has been used as an instrument for the possible school inclusion of students with disabilities in the state of Amazonas and, more specifically, in Manaus. Special classes highlight the carrying out of individualized work using more playful teaching strategies, which move from concrete to abstraction, which are important for students with disabilities.
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