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The implementation of public policies in Brazil related to Special Education - concerning High Abilities/Super ability (H/SD) has advanced in recent decades, but it has also been influenced by social cognition based on myths and beliefs that permeate the popular imagination on the subject. Social representations that hinder the development of the first phase of the public policy-making process pointed out by Secchi (2014), namely: the identification of the problem; a fact that often translates into a lack of political will to continue with the following phases of the process. However, the Ministry of Education in the context of international conferences, conventions and declarations has acted to ensure the right of all to regular education within the legal political and pedagogical frameworks of inclusive education. In view of this, this section initially presents a chronology of the main international resolutions, conferences, and declarations that consolidate the legal basis for providing care for students with ASD.