EXPERIENCES AND CHALLENGES OF SCHOOL INCLUSION: THE EXPERIENCE WITH CHILDREN WITH DISABILITIES IN THE MUNICIPAL PUBLIC SCHOOL SYSTEM

Abstract

This article aimed to analyze the challenges and experiences of school inclusion of children with disabilities in the context of the municipal public education system. Through a bibliographic research with a qualitative approach, academic productions published in the last five years were examined from databases such as SciELO, BDTD, Google Scholar, and CAPES Periodicals. Content analysis identified four main categories: teacher training, inclusive pedagogical practices, institutional barriers, and public policies. The results revealed that, although there are normative advances and sensitive pedagogical experiences, school inclusion still faces significant obstacles, such as lack of specific training, scarcity of resources, and institutional resistance. Furthermore, the importance of active listening, valuing uniqueness, and collective action among school, family, and public policies is highlighted. It is concluded that school inclusion is a continuous process that requires investment, commitment, and sensitivity to ensure the right to learning and coexistence for all children.