CHALLENGES IN TEACHER TRAINING FOR INCLUSIVE ASSESSMENTS IN THE CONTEXT OF BASIC EDUCATION

Abstract

This study investigated the challenges faced in teacher training for inclusive assessments in basic education. The central problem addressed the lack of preparation of teachers to deal with the needs of students with disabilities and the effectiveness of public policies aimed at inclusive education. The general objective was to identify the main challenges of teacher training for the implementation of inclusive assessments, seeking to understand the relationship between public policies and assessment practices in schools. The methodology adopted was a literature review, with analysis of previous studies and research on the subject. The results indicated that initial teacher training often does not prepare teachers to apply inclusive assessments, and that ongoing training is necessary. In addition, it was observed that, although public policies have advanced in the recognition of inclusive education, its application in assessment practices still faces difficulties, such as teacher resistance and the lack of adequate resources. The analysis showed that the combination of public policies, ongoing training, and institutional support is essential for the effectiveness of inclusive assessments. The final considerations pointed to the need for further studies that investigate the impact of inclusive educational policies on assessment practices and how schools can improve teacher training.