TEACHER TRAINING IN SPECIAL EDUCATION: CONTEMPORARY CHALLENGES

Abstract

This study aims to analyze the contemporary challenges in the training of special education teachers, highlighting the gaps and proposing pathways for more inclusive and effective training. The research is based on the assumption that teacher training is a determining factor for the quality of educational services provided to students with disabilities. Through a qualitative approach, the study sought to identify the main difficulties faced by teachers in their initial and continuing training, as well as to investigate how public policies and educational institutions have responded to these demands. The results point to the need for training that is more aligned with inclusive practices, encompassing not only theoretical aspects but also the practical skills required for daily classroom activities. It is concluded that investing in the training of special education teachers is essential to ensure the effective inclusion of students with disabilities and to promote quality education. This study contributes to the academic and practical discussion, providing insights for the development of more effective policies and practices in the field of special education.