A LOOK AT THE CHALLENGES OF SPECIALIZED EDUCATION

Abstract

This article discusses the historicity and importance of inclusion and special education in schools, highlighting the challenges faced and the opportunities that arise when promoting an inclusive educational environment. It addresses current legislation, teaching practices, and the role of professionals involved in Special Education. According to Mantoan (2009), Special Education is not just about including individuals with special educational needs (SEN), but providing a welcoming, inclusive, and educational environment that meets the specific needs of individuals with SEN. According to Sassaki, "inclusion is a process that involves removing barriers that prevent the full participation of individuals with disabilities in all these areas, thus allowing them to achieve a quality of life equal to that of others." Sassaki (1997). This article is of a bibliographic nature and exploratory research, qualitative-quantitative. During the research, it was observed that the process of inclusion and special education is arduous, exclusionary, and exhausting for both the Knowledge of action as well as the development of practice, where professionals list various difficulties in working with the public due to a lack of ongoing training, accessibility, pedagogical resources, and one of the most important, attitudinal barriers that hinder inclusive pedagogical action. Attention was also drawn to the laws that act impartially in order to promote inclusion within educational systems, of which few professionals are aware regarding the rights of the child and the duties of the family and school in the process.