CHALLENGES OF SCHOOL INCLUSION OF STUDENTS WHO ARE THE TARGET AUDIENCE OF SPECIAL EDUCATION IN MAINSTREAM EDUCATION

Abstract

The school inclusion of students who are the target audience of Special Education in mainstream education has been consolidated as a right guaranteed by Brazilian legal frameworks and educational policies; however, its effective implementation still faces significant challenges in everyday school practices. This article aimed to analyze, based on recent scientific literature, the main challenges related to school inclusion, considering pedagogical, formative, and institutional aspects that impact students’ learning and participation. This is a qualitative study developed through a bibliographic review, drawing on scientific articles, books, and official documents published mainly in recent years and in Portuguese. The analysis of the studies showed that, despite advances in access and enrollment, attitudinal, methodological, and organizational barriers persist, hindering the construction of truly inclusive practices. Among the main challenges identified are the fragility of initial and continuing teacher education, the lack of articulation between mainstream education and Specialized Educational Services, curricular rigidity, and insufficient institutional support conditions. The results indicate that school inclusion requires articulated actions, collective planning, investment in teacher education, and the reorganization of pedagogical practices in order to ensure the right to learning for all students. It is concluded that inclusion cannot be limited to normative discourse and must be translated into consistent pedagogical practices committed to educational equity.