WHO INCLUDES THOSE WHO TEACHES? TEACHERS WITH DISABILITIES AND THE CHALLENGES TO BUILDING A TRULY INCLUSIVE SCHOOL: A NARRATIVE REVIEW OF THE LITERATURE

Abstract

This article examines the challenges to the inclusion of teachers with disabilities in educational institutions, focusing on professional recognition, accessibility and participation in decisions concerning their work. It presents a narrative literature review combined with an analysis of Brazilian legal documents. The selected materials include publications on teachers with disabilities, research on ableism and legislation concerning education and employment. The discussion addresses five themes: visibility in academic research; conceptions of disability and professional competence; barriers in everyday teaching; teacher education and institutional management; and possibilities for developing inclusive workplaces. The selected studies suggest that entry into the profession does not necessarily ensure retention and participation, and that these teachers’ perspectives should inform educational debates. The interpretation advanced here argues that inclusive schools must recognize teachers with disabilities as rights holders and knowledge producers, rather than reducing their presence to stories of overcoming adversity. Inclusion therefore requires clearly assigned institutional responsibilities, planned accessibility and individualized support, developed with teachers themselves. The recommendations are an interpretive synthesis rather than findings from an intervention in a specific school system.