TEACHER TRAINING AND INCLUSIVE PRACTICES: IMPACTS AND NEEDS FOR CURRICULAR ADAPTATIONS TO BUILD AN ACCESSIBLE SCHOOL ENVIRONMENT

Abstract

This work addressed the importance of teacher training for the implementation of inclusive education, emphasizing the development of skills and competencies necessary for curricular adaptations. The study investigated how teachers' initial and continuing training influences their inclusive practices, especially with regard to adapting content, methodologies and pedagogical resources to meet diversity in the classroom. This is a mixed research involving qualitative, quantitative and a bibliographical review, using specialized literature and government documents on inclusive education and teacher training in Brazil. The analysis revealed that many teachers still face difficulties in implementing inclusive practices due to unpreparedness in their training and lack of institutional support. Barriers were identified such as scarcity of resources, lack of psychological support and resistance to curricular adaptations. However, the research also highlighted that continued training and the use of assistive technologies represent important strategies for improving school inclusion. It was concluded that, for effective inclusive education, it is necessary to invest in public policies that promote teacher training, accessible infrastructure in schools and multidisciplinary support, in order to build an equitable educational environment that is respectful of differences. This investment in teacher training is essential for promoting an education that values ​​diversity and ensures the full participation of all students.