SPECIAL EDUCATION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION: A STUDY ON DIFFERENTIATED TEACHING STRATEGIES

Abstract

This research discusses Special Education from the perspective of Inclusive Education, focusing on differentiated teaching strategies adopted within the context of mainstream schools. In an educational setting still marked by inequalities and exclusionary practices, it becomes essential to reflect on how pedagogical actions can be redefined to effectively embrace the diversity present in classrooms. The general objective of the study was to analyze how differentiated teaching strategies contribute to the realization of inclusion for students with disabilities, promoting their development, participation, and learning. The choice of this theme is justified by the need to broaden the debate on pedagogical practices that move beyond standardized approaches and recognize different ways of learning. The methodology adopted was a bibliographic review, based on Brazilian authors and academic publications that address inclusion, curriculum adaptations, and public policies related to Special Education. The results show that, despite legal and political progress, attitudinal, pedagogical, and structural barriers still hinder the full implementation of inclusion in everyday school life. On the other hand, successful experiences were identified, demonstrating that it is possible to transform the school environment through pedagogical commitment, collaborative planning, and the continuous training of education professionals. It is concluded that full inclusion requires more than physical presence: it demands sensitive, intentional, and collectively built practices capable of ensuring that everyone learns with dignity, respect, and a sense of belonging.