INCLUSIVE TEACHING PRACTICES IN SPECIAL EDUCATION: PATHS TO AN ACCESSIBLE AND EQUITABLE SCHOOL

Abstract

This article analyzes the inclusive teaching practices adopted by elementary school teachers when working with students in special education. Based on a qualitative approach and content analysis, the study investigates how teachers understand school inclusion, what strategies they use in the classroom, and what obstacles they face on a daily basis. Semi-structured interviews revealed that, although there is a willingness to promote inclusion, many teachers lack adequate training and institutional support, which compromises the effectiveness of pedagogical actions. At the same time, creative and reflective practices emerge from teaching experience and point to the transformative power of pedagogical work. The results are in line with recent literature and reinforce the need for public policies that combine continuing education, collaborative work, and structural investments in schools. The study concludes that school inclusion is an unfinished process that requires not only legal changes but, above all, cultural and pedagogical changes centered on valuing teaching practice as a key element in building a school for all.