INCLUSIVE EDUCATION: PRACTICES AND CHALLENGES IN SERVING STUDENTS WITH DISABILITIES

Abstract

The present study addressed the problem of teacher training and its impact on inclusive education practices in schools. The general objective was to analyze how teacher training influenced the implementation of inclusive practices. The methodology used consisted of a bibliographic review, where academic texts, articles and documents related to the theme were examined. The results indicated that the adequate training of educators is essential for them to feel prepared to meet the diversity of students. It was observed that many teachers reported insecurity and lack of knowledge about inclusive methodologies, which compromised the quality of teaching. The survey highlighted the need for initial and continuing education programs that integrate specific content on inclusion, as well as adequate resources and support from public policies. The final considerations emphasized that teacher training is a determining factor for the effectiveness of inclusive practices. It was found that, for inclusion to become a reality in schools, it is essential to invest in continuous training and awareness of educators. Thus, the study contributed to the understanding of the challenges faced and suggested that further research be carried out to complement the findings on inclusive education.