Discussions about school education for indigenous people are somewhat polemic, since for some academics, it is a school which is different from the regular school, while for others, it is the school that should adjust to the differences. The subject is complicated still further when indigenous children have special educational needs. Our objective, in this article, is to initiate a discussion about how indigenous children with special educational needs are attended in all the aspects of their education, and to present some challenges facing this type of attention. For this, we analyze the Federal Constitution of 1988, the National Education Bases and Guidelines Law 9394/96 and the Estatuto do Índio (Statute of the Indian), in relation to indigenous education and attention for people with special educational needs. Through interviews, we seek to show the problems that indigenous children with special educational needs encounter in their education. The biggest difficulty faced by these children is a lack of communicability, due to the lack of bilingual teachers in specialized schools, and in the regular education network.