2026-08-072026-08-072026-06-29https://repositorio.ifal.edu.br/handle/123456789/3143Our object of study is the Guidelines for Specialized Educational Services (AEE) in the federal network of Professional, Scientific and Technological Education. These guidelines stand out for their specialized service, which includes a set of didactic-pedagogical activities developed through an AEE Plan that guides the teaching actions of the specialist teacher (in sign language, Braille, therapies, etc.). In this context, the students who are part of special education are people with disabilities, Autism Spectrum Disorder, and High Abilities/Giftedness. The AEE aims to guarantee access and full participation in pedagogical activities, minimizing architectural, communicative, instrumental, attitudinal, methodological, and programmatic barriers. Methodologically, we use a case study to exemplify this condition of the AEE, a fact applied to IFPI (Federal Institute of Piauí) that will be presented in this article and was developed as part of the production of a Specialized Educational Service Plan. The institution in question (having already consolidated its tools) sought to externally meet the training demands that combined practice and theory for the training of 115 teachers to work in Specialized Educational Services in the municipality of Barras do Piauí. For the analysis and theoretical support, we used in this work the research of Dalmonech (2026); Santos (2026) and Silva (2026).ptAtendimento educacional especializadoNecessidades especiaisExtensãoSpecialized Educational ServicesSpecial needsExtensionTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO