SCHOOL INCLUSION OF STUDENTS WITH DISABILITIES IN THE CONTEXT OF THE COVID-19 PANDEMIC: TEACHING PRACTICES, CHALLENGES, AND IMPLICATIONS FOR SPECIAL EDUCATION

Abstract

The COVID-19 pandemic has imposed profound changes on education systems, intensifying historical challenges related to the inclusion of students with disabilities in schools. Given this context, this study aims to analyze the pedagogical practices developed with students with disabilities during the pandemic period, as well as the main challenges and implications of this scenario for Special Education. Methodologically, the research is based on a literature review conducted in national databases, covering scientific articles, dissertations, and theses published between 2020 and 2024, selected according to previously defined criteria. The analysis shows that the abrupt transition to remote and hybrid teaching has accentuated educational inequalities, especially with regard to access to digital technologies, curriculum adaptation, teacher training, and specialized pedagogical support. It is observed that, although strategies were implemented to minimize the impacts of school exclusion, in many cases, they proved insufficient to ensure the effective participation and learning of students with disabilities. The results also indicate that the pandemic revealed structural weaknesses in Special Education, while reinforcing the need to strengthen public policies, inclusive pedagogical practices, and initial and continuing teacher training processes. It can be concluded that the pandemic experience calls for critical reflection and institutional actions capable of consolidating effective school inclusion beyond emergency contexts.