FROM EXCLUSION TO INCLUSION: CHALLENGES AND PERSPECTIVES OF SPECIAL EDUCATION FROM AN INCLUSIVE PERSPECTIVE

Abstract

This article critically analyzes the trajectory of Special Education and Inclusive Education from an inclusive perspective, highlighting the historical movement that goes from exclusion and segregation to the recognition of differences as an educational force. Through qualitative bibliographic research, based on authors such as Freire, Mazzotta, and Mantoan, as well as national and international legislation, the study highlights the main challenges and advances in this field. The results indicate that, despite important legal and political achievements, the implementation of school inclusion still faces structural, pedagogical, and attitudinal barriers that limit the construction of a democratic and pluralistic school. The work emphasizes the need for an inclusive, dialogical, and intercultural curriculum capable of valuing diversity and promoting social justice, overcoming persistent exclusionary practices. It concludes that the consolidation of inclusive education depends on ethical, political, and pedagogical commitment, requiring cultural transformation and coordination between schools, families, society, and the State.