INCLUSIVE EDUCATION IN LIGHT OF EDUCATIONAL STANDARDS: SPECIALIZED SUPPORT FOR CHILDREN WITH DISABILITIES AND SPECIFIC LEARNING NEEDS

Abstract

Inclusive education represents an ethical and pedagogical commitment that seeks to guarantee the right to learning for all children, respecting their individualities and promoting equity in the school environment. This article aims to analyze the successful practices developed at the Melvin Jones School, focused on serving children with special needs. The investigation focuses on pedagogical projects that favor the active participation of students, stimulate integral development, and strengthen the culture of diversity. The methodology adopted includes the analysis of experiences and initiatives implemented by the institution, highlighting strategies that contribute to the effective implementation of school inclusion. The methodology is still based on the systematic appraisal of the experiences and initiatives implemented by the institution, with an emphasis on valuing strategies that contribute to the realization of quality inclusive education. The results show that the adoption of innovative and collaborative practices enhances the teaching-learning process, promoting not only academic development, but also the appreciation of differences and the strengthening of social relationships. It is concluded that the experience of the Melvin Jones School constitutes a relevant example of how well-structured educational projects can transform the school day, consolidating inclusive education as a democratic and humanizing practice.