CHALLENGES IN TEACHER TRAINING FOR INCLUSIVE EDUCATION IN THE CONTEXT OF LEARNING DISORDERS

Abstract

This article analyzes the main challenges faced in teacher training for inclusive education, with a focus on learning disorders such as dyslexia, ADHD, dyscalculia, and others. Through a critical approach, it discusses the limitations of initial training, the fragility of continuing education, the difficulty in early identification of disorders, and the lack of pedagogical and institutional resources. It also presents alternatives and strategies that can strengthen teaching practices, such as the use of assistive technologies, curricular adaptations, collaborative work, and active listening to students. The study concludes that overcoming these challenges requires investment in public policies, valuing teacher education, and building an inclusive and democratic school culture.