INCLUSIVE EDUCATION IN ACTION: TEACHER EDUCATION, SPECIALIZED EDUCATIONAL ASSISTANCE (AEE), CURRICULUM, AND STUDENT PARTICIPATION IN MAINSTREAM SCHOOLS

Abstract

The implementation of inclusive education requires that the presence of students in mainstream schools be accompanied by concrete conditions for participation, learning and belonging. This article analyzes the relationships among teacher education, Specialized Educational Assistance (AEE), the work of school support professionals and curriculum organization, seeking to understand how these elements can constitute a pedagogical network capable of responding to diversity without producing parallel pathways or segregating practices. This is a qualitative bibliographic and documentary study based on publications addressing teacher education, inclusive education policies, specialized educational assistance, school support, curriculum, flexibility and anti-ableism. The analysis indicates that inclusion cannot be assigned to a single professional or reduced to the provision of specialized services. AEE has a complementary or supplementary role in schooling and requires articulation with the mainstream classroom; school support professionals need to be integrated into collective pedagogical work without replacing teaching; and curriculum flexibility must broaden access to the common curriculum while avoiding individualized proposals that separate students from shared experiences with their peers. It is concluded that moving from presence to participation depends on situated continuing education, collaborative planning, accessibility and institutional co-responsibility.