This paper presents some refl ections on the specialized educational services, focusing specifi cally on some curricular concerns. To this end, it presents the results of investigations carried out by the authors. Based on these studies, it discusses the policy proposals that gave rise to Specialized Educational Services, and the deployment of these services in schools. In particular, it addresses the necessary relationship between the school curriculum and the Specialized Educational Services. It discusses the concept of this model of support and the implications for the school curriculum of the common teaching class. Following these arguments, the results of the research indicate the rigid structure of the school curriculum, and the low impact of specialized services on the teaching and learning procedures in the classroom.