The Chilean regulations on Special Education were created in 1990, three decades ago, different governments, modifications and the existence of multiple guidelines, which determine the actions of educational establishments. In the context of the right to education and respect for diversity, it is relevant that the narrative used in the regulations is coherent, egalitarian, with equity and avoids enhancing difficulties for its application, understanding that written texts have a communicative purpose and regulate the act of people. This study, whose objective was to analyze a corpus of Chilean legal documents, current and repealed, referring to special education, was developed from a qualitative approach, a documentary investigation, where the regulations were reviewed, with a hermeneutical design and documentary analysis technique. The results show that there are in the regulations, diverse structures in extension, outdated, incoherent and contained concepts between the medical and the socio-anthropological approach, a deficit in the educational perspective, among other findings. The intersection with the conventions, which supports school inclusion and theoretical references, support the discussion and conclude on the need for revision and updating in the account of Chilean educational public policies, associated with the educational modality studied. This work was based on antecedents and contextualization, evolution and government policy of special education.