Inclusion starts before the diagnosis.
Decree 12.686/2025 made the Case Study the entry instrument for inclusion and untied it from diagnosis. The school answers a guided form, gathers what it already has about the student and comes out with the functional profile that holds up the PEI and the PAEE.
- Decree 12.686/2025, no diagnosis required
- A guided form for the teacher
- Takes in clinical reports and diagnosis
- Becomes the PEI and PAEE, no retyping
1. What it is made of
Three sources, and none of them is enough on its own.
- Guided form
- Student's Repertoire
- Classroom observation
2. Barriers and supports
What blocks participation and what answers it, side by side.
3. Functional profile
How the student learns, communicates, interacts and takes part.
4. Support needs
What has to exist for them to take part in class with the group.
5. Referrals
Where each decision in this document carries on.
- PEI
- PAEE
- Classroom adjustment
- Class teacher
- Specialist teacher
- Family or guardian
Case Study template · The school builds the sections in the Vínculoo® platform
Apoio Inteligente®
The AI reads everything the school already has. The teacher decides.
From the guided form, the Repertoire and what was observed in class come the functional profile, the barriers and the support needs, with the source of every reading. The teacher reviews, adjusts and applies: Apoio Inteligente® takes away the blank page, not the decision.
- Functional profile
- Barriers and supports
- Support needs
Start today, with what the school already knows
A Case Study rarely stalls for lack of method. It stalls waiting for a diagnosis, on a label that replaces understanding, and on a document that ends in no decision. The four blocks below answer that, in order.
It doesn't wait for the diagnosis
Decree 12.686/2025 untied the Case Study from clinical diagnosis. The school answers a guided form about what it already sees in class, and the student stops losing the year in the assessment queue.
The whole Repertoire goes in
Diagnosis, speech therapy report, psychologist's assessment, the student's own work: what the school already has goes in as a source. When a diagnosis exists, it is one more piece of evidence, not the only one.
A profile, not a label
Two students with the same diagnosis learn in different ways. The functional profile shows that difference and comes out with the support that answers each barrier, which is what the teacher needs in order to act on Monday.
It becomes the PEI and the PAEE with no retyping
What was mapped here opens both plans already filled in, and comes back as an adjustment for the mainstream classroom. The document ends in a decision, not in a report.
And in your school, how would this work?
Tell us about your case. You will talk to someone who knows the platform from the inside, not to a salesperson.