THE INCLUSIVE PEDAGOGICAL PRACTICE OF TEACHERS IN THE EARLY YEARS OF BASIC EDUCATION: AN INTEGRATIVE LITERATURE REVIEW

Abstract

The model of inclusion in schools and new ways of thinking about inclusive education was a significant point for the social development of students who need special care, regarding the challenges that teachers encounter on the way to transfer this special education, the Pedagogical work is the main point for this work to be well prepared, teachers need to identify and work based on theorists who have guidelines and valid teaching proposals for teaching and learning for students. This work seeks to address the role of the teacher in education, including in the early years of elementary school. The work is characterized in methodological terms of an integrative literature review, in which it is possible to identify the main studies focused on this theme. The findings made it possible to show that teacher training is fundamental, in addition, it is considered one of the first steps for the teacher to be able to socialize and teach students who need special education. In view of this, it is considered that for an environment to be increasingly inclusive, it is necessary to have an adequate space and teachers trained to live with different individuals.