INCLUSIVE PRACTICES: A LITERATURE REVIEW ON PERSPECTIVES AND CHALLENGES IN CHEMISTRY EDUCATION

Abstract

This study analyzes the prospects and challenges of inclusive education in chemistry instruction, taking into account the pedagogical specificities of a subject characterized by a high level of abstraction and a strong reliance on visual representations. The objective of the research is to reflect on how the scientific literature has discussed the inclusion of students with disabilities in the context of chemistry education, with an emphasis on pedagogical practices, teacher training, and accessibility strategies. The research adopts a qualitative and bibliographic methodology, based on the analysis of relevant academic publications from 2000 to 2025. The data reveal that inclusion-oriented actions still occur in a fragmented manner and often depend on individual initiatives by teachers, without continuous institutional support. Furthermore, it was observed that resources such as tactile materials, assistive technologies, active methodologies, and multisensory approaches contribute significantly to student participation and learning. The analysis also showed that inclusion requires not only adaptations of materials but also curricular flexibility, methodological adjustments, and teacher training focused on diversity. It is concluded that the consolidation of inclusive practices in chemistry education depends on the coordination of institutional policies, continuing education, and the creation of more democratic, accessible, and participatory learning environments.