ANALYSIS OF THE LITERATURE ON INCLUSIVE EDUCATION AND TEACHING PRACTICES

Abstract

Inclusive education means that all people, regardless of their characteristics, abilities, or needs, have access to a quality education. This, in turn, presents a challenge for the government and the education system, which seeks to offer an education that guarantees all possibilities and opportunities for people with disabilities. It aims to overcome the difficulties that arise in the learning process, both in teacher performance and for students. To achieve this, education must focus on strengthening pedagogical practices; that is, schools must adapt to the learning styles of each individual, which amounts to a process of recognizing difference within school environments.

The analysis presented below stems from documentary findings produced in recent years regarding inclusive education, using a qualitative approach. The results have revealed the low level of student participation in learning processes, concluding that progress must be made towards a model that addresses the needs of different disabilities, based on the principles of inclusion (quality, diversity, relevance, participation, equity, and interculturality). This requires didactic strategies that transform classrooms into inclusive educational environments, aiming to improve quality processes and build fairer, more equitable, and democratic societies that guarantee education for all people in all contexts.