TEACHING PRACTICE IN INCLUSIVE EDUCATION: PEDAGOGICAL STRATEGIES TO SUPPORT STUDENTS WITH LEARNING DIFFICULTIES

Abstract

This article analyzed teaching practice in Inclusive Education, focusing on pedagogical strategies aimed at supporting students with learning difficulties in mainstream schooling. This is a qualitative bibliographic and documentary study grounded in Brazilian legal frameworks and academic publications addressing school inclusion, pedagogical organization, assessment, and learning support strategies. The findings indicate that inclusion depends less on enrollment itself and more on the school’s ability to translate guidelines into concrete pedagogical actions, such as flexible planning, diversified resources, graduated interventions, and continuous monitoring of progress. The relevance of collaborative work among teachers, pedagogical coordination, and support services—such as Specialized Educational Assistance, when articulated with mainstream classrooms—was also highlighted. The study concludes that inclusive teaching practices require ongoing teacher education, institutional conditions, and a school culture committed to participation and learning by reducing barriers and expanding educational opportunities for all.