INCLUSIVE PEDAGOGICAL PRACTICES: STRATEGIES TO MEET DIVERSITY

Abstract

This study aimed to analyze the inclusive pedagogical practices adopted in schools to meet the diversity of students, focusing on the challenges faced by educators and effective strategies to promote inclusion. The research was qualitative in nature, with a bibliographic approach, using books, academic articles and normative documents as data sources. The central concepts of inclusive education, the methodologies employed and the obstacles encountered in the implementation of inclusive practices were analyzed. The results indicated that the continuous training of teachers, the use of adapted pedagogical resources and the support of specialized professionals are fundamental for the effective inclusion of students with special educational needs. The analysis also revealed that collaboration between teachers, coordinators and other professionals, as well as the use of assistive technologies, proved to be effective strategies. However, challenges such as the resistance of some educators and the lack of material and structural resources still hinder the full implementation of inclusive education. The final considerations pointed out the need for investments in teacher training and in the adaptation of schools, in addition to the continuity of studies on the use of assistive technologies and the evaluation of the impact of public inclusion policies. The research contributed to the reflection on inclusive pedagogical practices and suggested the continuity of studies that explore the limitations and solutions for school inclusion.