COLLABORATIVE PLANNING AN EFFECTIVE PEDAGOGICAL PRACTICE FOR INCLUSIVE EDUCATION

Abstract

This article discusses the importance of collaborative planning between the Specialized Educational Service (AEE) teacher and the regular classroom teacher as a fundamental strategy for the implementation of inclusive education. Based on national legislation and the pedagogical guidelines of the municipality of Caucaia - CE, the role of both professionals in the construction of accessible pedagogical practices adapted to the needs of students with disabilities is analyzed. The use of assistive technologies, continuous assessment and teacher training are highlighted as essential elements to guarantee the right to learning and equity in the school context.