TEACHER EDUCATION AS A FOUNDATION FOR THE INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Teacher education represents one of the essential foundations for consolidating inclusive practices in school environments, especially concerning the learning and participation of students with special educational needs. This article aims to analyze how initial and continuing teacher training influences the creation of more equitable and sensitive pedagogical environments committed to students’ integral development. This qualitative and bibliographic study is based on authors such as Mantoan, Mittler, Carvalho, Glat, and other researchers who discuss inclusion, diversity, and special education from a contemporary perspective. The analysis shows that teacher education, when aligned with real school demands, enhances the understanding of students’ specific needs and supports intentional and collaborative didactic practices grounded in ethical and humanizing principles. The results indicate that the effectiveness of inclusion directly depends on professional development, reflective practice, and the construction of a welcoming school culture. Thus, it is concluded that investing in teacher qualification is essential to guarantee the right to learning and to strengthen inclusion as an educational and social value.