INCLUSIVE EDUCATION IN PRACTICE: LIMITS AND POSSIBILITIES IN TEACHING NEURODIVERGENT STUDENTS

Abstract

This chapter aims to analyze inclusive education in practice, highlighting its limits and possibilities in teaching neurodivergent students within the school context. The methodology is qualitative, based on a literature review of key authors in the field, such as Mantoan, Sassaki, and Vygotsky, as well as the analysis of official documents related to inclusive education. The results reveal significant progress in public policies and increased access to mainstream education; however, persistent challenges remain, including insufficient teacher training, lack of adapted pedagogical resources, and attitudinal barriers. It was observed that flexible teaching practices, the use of assistive technologies, and collaborative work among teachers and specialized educational professionals enhance learning and participation of neurodivergent students. It is concluded that, despite structural and training limitations, there are strong possibilities for effective inclusion when there is institutional commitment, continuous professional development, and recognition of diversity as an educational principle.