The implementation of inclusive education systems is a challenge both at the school level and with respect to the development of public policies that support it. The present research compared the results obtained in cognitive skills, reading precursors, initial mathematics and emotional problems in initial education students, 29 of them with visual disabilities and 22 with hearing disabilities. The results were analyzed according to the type of school system to which the students belonged, that is, if they were integrated in regular schools or if they studied in special schools. The results indicate the presence of differences in performance in the various areas evaluated according to the type of disability and the school system. The results are discussed around the importance of designing educational strategies and policies that adapt to the characteristics and needs of the students, considering the resources, both material and human, necessary to generate a truly inclusive educational system.

Educational outcomes; Special education; Inclusive education; Hearing impairment; Visual impairment.