INCLUSION OF CHILDREN WITH SPECIAL NEEDS IN SCHOOL: SOME FUNDAMENTAL STRATEGIES

Abstract

This article sought to analyze the historical, theoretical, and practical foundations of inclusive education, with an emphasis on the integration of children with special needs into mainstream schools. The central objective was to discuss pedagogical and institutional strategies capable of promoting more equitable educational environments, overcoming traditional models of exclusion, segregation, and mere integration. Methodologically, this is a qualitative study based on a bibliographic and documentary review, drawing on both classical and contemporary authors in the field of inclusive education, as well as on international guidelines such as the Salamanca Statement. The article also engages with practical experiences implemented in different countries, analyzing consolidated evidence regarding inclusive policies and strategies. The main findings indicate that effective inclusion depends on multiple factors: continuous teacher training, implementation of Universal Design for Learning (UDL), development of Individualized Education Plans (IEPs), use of assistive technologies, curriculum flexibility, and collaboration among school, family, and community. It is concluded that inclusion is not limited to the physical presence of students with disabilities but requires cultural and pedagogical transformation, constituting a principle of social justice and an essential condition for building more democratic and supportive societies.