TRAINING EDUCATORS FOR INCLUSIVE EDUCATION NEEDS, CHALLENGES AND GOOD PRACTICES

Abstract

This study analyzes the training of educators for inclusive education, focusing on needs, challenges, and best practices. The research highlights the crucial importance of adequate teacher preparation to meet the diverse needs of students in inclusive environments. Gaps in initial and continuing education of educators are examined, identifying areas that require greater attention, such as developing skills to adapt curricula and teaching methodologies. The study explores the challenges faced by educators, including lack of resources, inadequate institutional support, and attitudinal barriers. Best practices in teacher training are analyzed, such as mentoring programs, practical workshops, and interdisciplinary collaboration. The methodology includes a review of recent literature, interviews with educators, and case studies of successful training programs. Results indicate that effective training should combine theoretical knowledge with practical experiences, emphasizing critical reflection and problem-solving. The study also reveals the importance of addressing educators' beliefs and attitudes towards inclusion. It concludes that investing in quality training for educators is fundamental to the success of inclusive education, recommending educational policies that prioritize continuous professional development and the creation of support networks for educators.