According to the 2024 School Census conducted by Brazil's Ministry of Education, over 153,000 students are enrolled in special schools designed to accommodate students with disabilities, autism spectrum disorders, and giftedness. Notably, more than 51% of these students are in the early years of their schooling, specifically between the first and fifth years of elementary education. This statistic stands in sharp contrast to the enrollment numbers in other phases of special education, indicating a pivotal stage where foundational educational practices are established for these students.

The early concentration of students in special schools can be attributed to various factors influencing the education landscape in Brazil. One significant aspect is the lack of adequate resources and training for regular schools to effectively cater to students with special needs, which often leads parents to seek specialized institutions. Furthermore, early intervention is crucial for children with developmental disabilities, and parents may feel more secure placing their children in an environment designed specifically for their unique challenges.

Additionally, the data provides insights into the broader scope of educational enrollment patterns in Brazil, highlighting disparities between special education and regular education environments. In regular education, no single stage of schooling accounts for more than 35% of total enrollments, demonstrating a more evenly distributed educational landscape. The findings raise important questions about inclusivity and the adequacy of educational provisions for students at various stages, suggesting a need for improved support mechanisms in both special and mainstream educational settings.