TEACHER TRAINING AND SPECIALIZED EDUCATIONAL SERVICES: PATHWAYS TO INCLUSION

Abstract

The inclusion of students with special educational needs in the regular education system is a challenge that requires structural changes in education, especially regarding teacher training and Specialized Educational Services (SES). This article aims to discuss the importance of these two pillars for building a truly inclusive school. Through a bibliographic review, we analyze the gaps in initial and continuing teacher training, highlighting the need for pedagogical practices that embrace diversity and promote equity. Additionally, we address the role of SES as essential support to eliminate learning barriers and ensure the full participation of all students. The articulation between teacher training and SES is pointed out as a fundamental pathway for the realization of inclusion, as well-prepared teachers can identify their students' needs and seek specialized support more efficiently. It is concluded that, although challenges such as lack of investment and resistance from some educators exist, collaboration between these two axes is indispensable to transform schools into welcoming and accessible spaces. Inclusion, therefore, depends not only on public policies but also on a cultural shift that values diversity and promotes equity in the school environment.