TEACHER TRAINING FOR INCLUSIVE EDUCATION: ADVANCES AND CHALLENGES

Abstract

This paper addresses teacher training focused on inclusive education, considering the advances and challenges faced over time. The choice of this theme is due to the growing need to foster pedagogical practices that respect and value differences, going beyond the mere physical presence of students with disabilities in classrooms. The main objective of the study is to analyze how teacher training can be improved so that educators are adequately prepared to deal with diversity, using inclusive methodologies and practices. The research adopted a methodological approach that combines literature review with quantitative data collection, allowing a comprehensive analysis of the current situation. The main results indicate that, although there have been significant advances in legislation and public policies that support inclusion, there is still a deficit in the preparation of educators to work in inclusive contexts. The conclusions reveal the importance of investing in the continuing education of teachers, as well as in the implementation of assistive technologies, which are essential to enhance the learning of all students. In addition, the need for constant evaluation of training processes is emphasized to ensure the effectiveness of the strategies adopted. The study contributes to a deeper understanding of teacher training and its implications for the creation of truly inclusive educational environments.