THE IMPORTANCE OF TEACHER EDUCATION FOR THE EFFECTIVE INCLUSION OF STUDENTS WITH DISABILITIES IN HIGH SCHOOL

Abstract

The article addresses a scoping review that aims to map how teacher education contributes to the effective inclusion of students with disabilities in high school. The PRISMA-ScR guidelines were adopted, and the PCC model (Population, Concept, and Context) was used for study selection in the SciELO, ERIC, Scopus, and Google Scholar databases, including publications from 2010 to 2025. The results showed a geographical disparity, with 60% of the studies coming from Brazil, mostly conducted in public schools and using a qualitative methodological approach. Initial teacher education proved to be insufficient, leading the education system to rely on continuing education as a mechanism to address existing gaps and challenges. Autism Spectrum Disorder (ASD) was cited as one of the greatest difficulties reported by teachers, due to the challenges associated with addressing the specific needs of students on the spectrum. Therefore, it is evident that there is a curricular gap in preparing educators for inclusion, making continuing education essential for inclusive teaching practice. Finally, initial and continuing teacher education alone are not sufficient; alignment with equitable public policies is essential for inclusive education to be effective.