SOCIAL VULNERABILITY AND SCHOOL INCLUSION

STRUCTURAL INEQUALITIES IN THE CARE OF CHILDREN WITH DISABILITIES

Abstract

This article analyzes, from an intersectional perspective, the experiences of mothers who act as primary caregivers for children with disabilities living in socially vulnerable contexts. The study discusses how gender, race/color, and socioeconomic class operate as structuring markers that reproduce inequalities affecting caregiving, access to rights, and the school inclusion of atypical children. Drawing on theoretical contributions from Crenshaw (1995), Hill Collins (2000), Akotirene (2019), Mantoan (2015), and Sassaki (2009), the findings highlight that the effective implementation of inclusive education requires coordinated public policies, consistent teacher training, family participation, and pedagogical practices sensitive to the social conditions of families. Results emerging from a qualitative approach employing interviews reveal that maternal overload and weak support networks constitute significant barriers to inclusion, reinforcing the need for intersectoral actions that promote equity and social justice.