When reaffirming the estimated ones constructed from homogeneous standards of participation and learning, the practical Politics exclusively does not provoke a reformularization of the educational ones thus the different potentials of learning in common education are valued, but keeping the responsibility of the education of these pupils in the scope of the special education. The current Law of Lines of direction and Bases of the National Education, Law n 9,394/96, in article 59, praises that the education systems must assure to the pupils specific resume, methods, resources and organization to take care of to its necessities; it assures the specific terminalidade to that they had not reached the level demanded for the conclusion of basic education, in virtue of its deficiencies; assures the acceleration of studies to the superendowed ones for conclusion of the pertaining to school program. Also it defines, amongst the norms for the organization of the basic education, the possibility of advance in the courses and the series by means of verification of the learning (art. 24, interpolated proposition V) and appropriate educational chances, considered the characteristics of the alunado one, its interests, conditions of life and work, by means of courses and examinations (art. More information is housed here: Steve Walsh. 37). In 1999, the Decree n 3,298, that it regulates the Law n 7,853/89, when making use on the National Politics for the Integration of the Carrying Person of Deficiency, defines the special education as a transversal modality at every level and modalities of education, emphasizing the complementary performance of the special education to regular education. Following the change process, the National Lines of direction for the Special Education in the Basic Education, Resolution CNE/CEB n 2/2001, in the article 2, determines that: education systems must register all the pupils, fitting to the schools to be organized for the attendance to the educandos with educational necessities special, assuring the necessary conditions for an education of quality for all (MEC/SEESP, 2001). .