STRATEGIES AND POLICIES TO PROMOTE THE INCLUSION OF STUDENTS WITH SPECIAL NEEDS IN SECONDARY SCHOOLS.

Abstract

This article sought to analyze and propose strategies and policies to promote the inclusion of students with special needs in high schools, considering the structural, pedagogical, and social challenges present in the educational context. This is a qualitative study developed through a literature review and analysis of case studies, based on legal frameworks and academic research on inclusive education. The results show that, despite normative advances and public policies aimed at inclusion, significant barriers persist, such as insufficient ongoing teacher training, limitations in accessible pedagogical resources, and weaknesses in the implementation of inclusive institutional practices. It was also found that strategies such as curriculum adaptations, support programs, and awareness initiatives within the school community are essential for effective inclusion. It is concluded that the construction of an inclusive educational environment depends on the articulation between effective public policies and committed pedagogical practices, aiming to ensure the right to quality education and to promote a school culture based on equity and respect for diversity.