SPECIAL EDUCATION, SCHOOL INCLUSION AND INCLUSIVE PEDAGOGICAL PRACTICES: THE TEACHER'S ROLE IN SERVING STUDENTS WITH DISABILITIES

Abstract

This bibliographic article aims to reflect on the teacher's role in the context of special education, from an inclusive inclusion perspective. It starts from the understanding that the school, as a social and democratic space, must guarantee the right to learning for all students, especially those with disabilities. The research is based on authors such as Mantoan, Vygotsky, and Freire, as well as recent publications in the field, and discusses inclusive pedagogical practices, the challenges faced by teachers, and the importance of continuing education. The study highlights the urgency of institutional actions that promote a school culture more open to diversity and capable of transforming the school environment into a space of belonging and equity. The analysis concludes that the teacher is an essential agent in consolidating pedagogical practices that respect the uniqueness of students and promote the integral development of all.