REDEFINING PEDAGOGICAL PRACTICES FOR AN INCLUSIVE SCHOOL

Abstract

This article discusses the challenges of including students with disabilities in regular
education, highlighting the importance of redefining pedagogical practices to meet the needs of
diverse students. The text reflects on the demands placed on educational systems by inclusion
policies, discussing strategies for pedagogical and curricular accessibility to promote learning
for this group. The broad legislation supporting inclusive education policies has brought nu
merous challenges to educational networks and the organizational and didactic structuring of
schools’ curricula. The aim is to transform the traditional educational scenario into a new school
culture, which involves welcoming students with specific educational needs and developing pe
dagogical strategies to promote the teaching-learning process for all students. To provide learning conditions, the school’s political-pedagogical project must be based on curricular flexibili
ty, which involves alternative teaching and assessment strategies, depending on the student and
the school context. As an extension of this perspective, we work with the concept of teaching
differentiation, which consists of planning and developing pedagogical practices based on the
specificities of each student. The Individualized Educational Plan (IEP) and Universal Design
Learning (UDL) are examples of strategies focused on this purpose. Implementing inclusive
education requires a continuous process of pedagogical and structural transformation, ensuring
that students with disabilities are included in school and the learning process, with adequate
support and active participation of the entire educational team.