INCLUSIVE EDUCATION AND TEACHING STRATEGIES: PEDAGOGICAL PRACTICES TO PROMOTE LEARNING AMONG STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

Inclusive education has become established as a fundamental principle for ensuring access, retention, participation, and learning for students with special educational needs, requiring the adoption of pedagogical strategies that respect differences and promote equity in the school environment. In this context, this study aimed to analyze the main teaching strategies that contribute to the quality of inclusive education, considering their relevance to students' comprehensive development. The methodology consisted of qualitative bibliographic research based on scientific publications available in the SciELO and LILACS databases, published between 2021 and 2026, as well as reference works related to the topic. Descriptors concerning inclusive education, teaching strategies, special education, and pedagogical practices were used, and publications relevant to the study objective were selected. The results showed that curriculum adaptation, methodological diversification, the use of accessible teaching resources and assistive technologies, and continuing teacher education are essential for promoting more meaningful and participatory learning. It was also found that the articulation of inclusive education policies, qualified teaching practice, and institutional support helps overcome educational barriers and expands students' development opportunities. It is concluded that implementing inclusive teaching strategies strengthens educational quality, promotes equity in access to knowledge, and contributes to building more accessible and democratic school environments committed to valuing diversity.