SCHOOL INCLUSION: STRATEGIES FOR THE LEARNING OF STUDENTS WITH DISABILITIES

Abstract

School inclusion is a central theme in the current educational scenario, seeking to ensure equitable access and active participation of all students, especially those with disabilities. The choice of this theme is justified by the need to promote an educational environment that values diversity and respects the individual characteristics of students. The main objective of this study is to analyze school inclusion practices and their impact on the learning of students with disabilities. For this, a mixed methodology was used, which includes a bibliographic approach, with a literature review on the subject, and a quantitative approach, through the application of questionnaires to educators and students. The main results indicate that, despite the advances, there are still significant barriers to inclusion, such as the lack of specific teacher training and the scarcity of adapted pedagogical resources. The conclusions emphasize that for effective school inclusion, it is essential to implement public policies that guarantee support and continuous training for educators, in addition to the promotion of an environment that favors interaction and respect for differences. With this, school inclusion is reaffirmed as a fundamental right, requiring the collaboration of all those involved in the educational process for its consolidation.