USING GEOGEBRA TO TEACH QUADRATIC TEACHER TRAINING FOR SPECIAL AND INCLUSIVE EDUCATION AND THE ROLE OF MANAGEMENT: THE CHALLENGES BETWEEN THEORY AND PRACTICE

Abstract

This article aims to provide a bibliographic and documentary review of the basic training of teachers for special and inclusive education. It asks what initial training is offered in undergraduate courses and what further training could be provided; what difficulties these teachers encounter in the classroom in the context of inclusion. Much is written and said about teacher training, but when it comes to pedagogical training specifically for teachers working in special education, there are some gaps, which are discussed through quotes from several theorists throughout this article. Currently, there is much talk about inclusion within schools, but little is done to make inclusion happen, as there is a lack of public policies, investments, and specific training for Special and Inclusive Education in initial training courses, and, most importantly, the incentive and willingness of teachers to deal with changes and differences. In this context, school management faces difficulties in establishing inclusion, but it is also up to the administration of each institution to consider inclusion a priority in their work.