TEACHER EDUCATION FOR CONSOLIDATING INCLUSIVE EDUCATION

Abstract

This article discusses teacher education as a central axis for consolidating inclusive education, considering that school inclusion depends on removing barriers and ensuring participation and learning in everyday school life. The objective was to analyze foundations and normative frameworks on inclusive education and to discuss training implications needed to sustain inclusive pedagogical practices in schools. Methodologically, this is a narrative literature review with a qualitative approach, based on legal documents and academic studies on special education from an inclusive perspective, Specialized Educational Support, accessibility, and teacher education. The findings indicate that consolidating inclusion requires initial and continuing training focused on planning and curricular flexibility, diversified teaching strategies, coherent assessment, and collaborative work between mainstream classrooms and specialized supports. It also shows that inclusive policies and legal frameworks reinforce institutional shared responsibility, preventing inclusion from being treated as an individual teacher’s task. The study concludes that investing in continuous training processes articulated with everyday school practices is a key condition to consolidate inclusive education as both practice and school culture.