ADVANCING FULL PARTICIPATION IN INCLUSIVE EDUCATION

Abstract

This article examines the challenges and opportunities of including students with special educational needs in mainstream schooling, with an emphasis on pedagogical intentionality and the elimination of discriminatory practices. The study is based on a literature review that brings together national and international legislation, official documents, and theoretical contributions on the concepts of disability, inclusive policies, and pedagogical practices. Historical, conceptual, and legal dimensions were analyzed, as well as initiatives aimed at ensuring access, retention, and learning for these students. The findings show that, although legal advances and public policies have increased the presence of students with disabilities in schools, attitudinal, structural, and pedagogical barriers still limit the effectiveness of inclusion. Continuous teacher training, the collective development of political-pedagogical projects, and family engagement emerged as strategic elements for building inclusive school environments. It is concluded that promoting inclusion requires recognizing diversity as an educational value, adapting resources and strategies, and ensuring equal opportunities, thereby safeguarding everyone’s right to full social and educational participation.