In this article we analyze the emerging demands from the implementation process of inclusion policy on Special Education in Brazil. Demands related to new subjects; training and practice, evolving the debate on curriculum, and educational services in inclusive education. This study is based on surveys conducted in municipalities in the State of Pará and, Also the literature on inclusive education in Brazil, including document analysis on legislation referring to the Special Education policy. The study points out that there is need to highlight the demands, problematize politics, that does not meet specific regional characteristics, but above all, point out hints, theoretical and methodological approaches to include school and social of the Special Education student audience.