READING IN SPECIAL EDUCATION IN ELEMENTARY SCHOOL

Abstract

Talking about inclusion is an increasingly widespread topic that generates more and more followers. However, it remains a highly controversial issue; There are many voices that question its real scope, especially the educational system affected by the numerous pressures that tend to alleviate what to show and not how to achieve higher levels of equalization and equality of conditions. opportunities for all, a situation that is triggered by known national and international outcomes or standards, around which, for these and many other reasons, the needs of students in general are invisible, but particularly those who are in a situation of disability. In this way, inclusion and special education, the role of the pedagogue in the inclusion process and the main challenges in the inclusion process are addressed. The general objective of this work is to address inclusion and the challenge of equal rights in education. The specific objectives are: to present an overview of inclusion and special education, address the role of the pedagogue in the inclusion process and describe the main challenges for the inclusion of students in regular schools. In relation to students with special needs, school inclusion goes beyond inclusion in regular schools. It is a process, which indicates movement, dynamics, reflection and restructuring. Professionals who deal with this process must be attentive to students' idiosyncrasies, reevaluating their own postures, techniques and actions so that these students are increasingly included in the school universe.