This article aims to analyze the body of scientific literature on Special Education in Early Childhood Education, with a focus on understanding the research landscape concerning children who are the target audience of Special Education and who attend daycare and preschools. This is a bibliographic study based on bibliometric and content analysis, drawing on data from the Brazilian Digital Library of Theses and Dissertations, maintained by the Brazilian Institute for Information in Science and Technology. Research on this topic in the field of Education includes work by many scholars from different Brazilian universities, especially public institutions in the Southeast region. The central themes addressed in these studies are varied, with a particular emphasis on inclusion policies and pedagogical practices. The study concludes that the academic production on the interface between Special Education and Early Childhood Education has significantly contributed to ongoing debates, offering recommendations, critical reflections, and proposals of both political and pedagogical nature.