ATTITUDINAL BARRIERS AND SCHOOL INCLUSION: CHALLENGES IN THE EDUCATIONAL PROCESS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This article discusses attitudinal barriers in the context of school inclusion of Special Education students, analyzing how prejudice, discriminatory practices, and ableist conceptions interfere in learning, participation, and belonging within the educational environment. The research adopts a qualitative approach, with descriptive and exploratory characteristics, developed through a bibliographic review. Books, scientific articles, dissertations, theses, and legal documents related to inclusive education and attitudinal barriers were used. The discussions reveal that, despite legislative advances aimed at school inclusion, exclusionary practices still persist in pedagogical and institutional school relations. The results indicate that attitudinal barriers are manifested through low expectations regarding learning, symbolic exclusion, overprotection, and pedagogical invisibility, compromising the academic, emotional, and social development of Special Education students. The study also highlights the importance of critical and reflective teacher education for the construction of more inclusive pedagogical practices. It is concluded that the effectiveness of school inclusion depends on transforming attitudes, conceptions, and practices developed within the educational context. Furthermore, the study emphasizes that overcoming attitudinal barriers requires the collective commitment of the school community, involving managers, teachers, families, and students, aiming to strengthen democratic, welcoming, and accessible relationships in the contemporary inclusion process.