PEDAGOGICAL INTERVENTIONS FOR THE INCLUSION OF STUDENTS WITH DISABILITIES: AN ANALYSIS OF PRACTICES AND CHALLENGE

Abstract

This article investigates pedagogical interventions in classrooms aimed at including students with disabilities. The goal is to analyze the teaching practices, identify challenges, and assess strategy effectiveness. A mixed-methods design was used, combining quantitative and qualitative approaches. Samples from public and private schools were selected, and data were collected via questionnaires, semi-structured interviews, and direct observations. Data analysis included descriptive statistical techniques and thematic analysis. Findings revealed that most teachers make curricular adaptations and use assistive technologies, but face challenges such as lack of resources and resistance to change. Approximately 78% of teachers modify content and 65% use assistive technologies. Continuous training is linked to greater effectiveness in inclusive practices. The interventions positively impact inclusion, enhancing both academic and social outcomes for students. However, challenges like resource shortages and institutional support need addressing. Recommendations include investing in ongoing training and support to improve school inclusion.