In recent years, Brazilian educational policies have begun to commit to building an inclusive educational system, mainly due to the influence of international organizations, adjustments to neoliberal rationality, and demands from social movements. In this process, the debate surrounding universalizing Basic Education and attention to specific students/social groups’ specificities during schooling has expanded. In light of this scenario, this text aims to analyze the Brazilian policy for schooling Indigenous students with disabilities within the scope of Basic Education. To this end, a survey of national political-normative documents related to Special Education and Indigenous School Education and statistical data from the Brazilian Basic Education School Census was conducted. The study results were organized into two sections: the first presents the official Brazilian political guidelines for the schooling of Indigenous students with disabilities; the second describes the indicators of schools and enrollment of Indigenous students with disabilities from 2010–2020. It is expected that the study will contribute to the understanding of Brazilian educational policy related to the schooling of Indigenous people with disabilities, as well as to the criticism of the ethnocentrism of Special Education services offered in a colonizing and decontextualized way, of the realities, needs and different cultures of the Indigenous peoples of Brazil.