ATTITUDES OF THE SCHOOL COMMUNITY AND THE INCLUSION PROCESS OF STUDENTS WITH SPECIAL EDUCATION NEEDS

Abstract

This article analyzes the influence of the school community's attitudes on the inclusion process of students in Special Education, highlighting how relationships established within the educational environment can either promote or hinder the implementation of inclusive practices. The study adopts a qualitative approach with a basic, descriptive, and exploratory nature and was developed through a bibliographic review. The theoretical framework was based on books, scientific articles, and official documents addressing inclusive education, attitudinal barriers, and the participation of the school community. The findings indicate that inclusion goes beyond physical access to school and requires changes in conceptions, behaviors, and institutional culture. The review also shows that teachers, school managers, students, families, and other education professionals share responsibility for creating more welcoming, collaborative, and democratic learning environments. Furthermore, attitudes grounded in respect for diversity, cooperation, and appreciation of students' potential contribute to reducing attitudinal barriers and expanding opportunities for learning and participation. It is concluded that the consolidation of school inclusion depends on a collective commitment to transforming daily practices and strengthening a school culture focused on equity, diversity, and the right to quality education for all.