INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL: PEDAGOGICAL PRACTICES AND CHALLENGES FACED BY TEACHERS

Abstract

This study is entitled Inclusive Education in Elementary School: Pedagogical Practices and Challenges Faced by Teachers. The objectives are to analyze the challenges faced by teachers in implementing inclusive pedagogical practices, identify the main obstacles in the teaching and learning process of students with intellectual disabilities and Autism Spectrum Disorder (ASD), and reflect on strategies that support their development. The research follows a qualitative and bibliographic approach, based on authors such as Mantoan, Freire, Piaget, Vygotsky, Montessori, Darcy Ribeiro, Oliveira & Drago, and Moreira. The analysis shows that successful inclusion depends on continuous training, institutional support, and teacher appreciation, emphasizing the importance of collaborative and flexible practices to ensure the right to learning for all students.