PRÁCTICAS PEDAGÓGICAS INCLUSIVAS: DESAFÍOS, ESTRATEGIAS Y RECURSOS PARA ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES

Abstract

This article investigates teachers’ perceptions of the challenges, strategies, and resources needed to include students with special educational needs (SEN) in schools. Based on qualitative reports, advances were identified, such as the use of games, recreational activities, and visual tools, but also barriers, such as the lack of ongoing training, work overload, and the absence of adequate pedagogical and technological resources. Teachers highlighted the importance of specialized support, accessible infrastructure, and partnerships between schools and families to improve services for students with SEN. Based on studies such as those by Bezerra and Silva (2019) and Teles (2019), the article reinforces that teacher training and institutional support are essential for the development of effective pedagogical practices. It is concluded that inclusion will only be effective with educational policies that guarantee comprehensive support for teachers and respect diversity.