The Special Education, educational modality that is responsible for the care of people with some disabilities, a theme that has been widely discussed. Such discussions also permeate the fields of Science Teaching and Chemistry Teaching and have been considered by research developed within the national Post-Graduate level. In this sense, this dissertation is characterized as a State of the Art research, whose central question is: are the pedagogical practices developed in Chemistry Teaching dissertations and theses that address Special Education in line with a critical and inclusive perspective of this? The objective is to identify and discuss the aspects, characteristics and contexts of the pedagogical practices developed in dissertations and theses on Chemistry Teaching that approach Special Education. The searches for studies was conducted in collection of the Center for Documentation in Science Teaching (CEDOC) and in Brazilian Digital Library of Theses and Dissertations (BDTD), using the keyword "Chemistry" plus terms related to the field of Special Education. It was identified 29 researches that compose the documental corpus, which was analyzed based on two sets of descriptors. Year of defense; institution and Post-Graduation Program; administrative dependence; author and advisor; academic degree make up the general descriptors. The specific descriptors are: disability addressed, subfields of chemistry, chemistry content, teaching strategy, teaching resources and materials, participants, space and results. The temporal distribution indicates that research was intensified as of the 2010s, and in relation to the geographical distribution, there is a predominance of master's degree dissertations, defended in public institutions located in the Southeast-South axis of the country. The analyses of the specific descriptors indicate that sensory disabilities, comprising hearing impairment and visual impairment, are present in 96.6% of the studies. The sub-area of General Chemistry and its respective contents is present in 62.0% of the analyzed practices. The didactic strategies of experimentation and dialogical classes (both present in 44.8% of the surveys). The use of atomic/molecular models in 34.5% of the works and chemical signs in Libras in 24.1% of the researches draws attention. The studies in general involve different participants, being represented by students, teachers, interpreters, graduates and others; whose variety is in line with the principles of Special Education. The analysis of the production indicates that the development of pedagogical practices that prioritize the critical and civic education of students is still incipient. Thus, the present study opens possibilities for future investigations, in order to intensify the dialogue between Chemistry Teaching and Special Education.