Ensuring education as a right to learners with disabilities has been a constant theme through inclusive policies, as well as studies, due to progress in enrolment in mainstream schools from childhood education. Against that background, the research set out the following objectives: analyse access for children with disabilities in the first stage of basic education; investigate the entry of these children between the years 2010 and 2015 at this level of education. The methodology presented a qualitative approach, through literature research, with analyses of legal documents and debriefing studies on the topic. As a result, during that period there was an increase in enrolment of children with disabilities in child education in regular classes, however, it was found that enrolment of disabled children also took place in special classes. In short, the search pointed to the antagonism between what the official documents envisaged and what was practised by the public authorities; maintaining specialised institutions, triggering school segregation; difficulties in ensuring an inclusive educational environment.