CHALLENGES OF THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS

Abstract

The inclusion of students with disabilities in regular schools constitutes a fundamental principle of contemporary education, representing an ethical, political, and pedagogical commitment to building more just and democratic societies. The realization of the right to inclusive education faces significant obstacles that compromise participation, learning, and full development of students with disabilities. This study analyzes the challenges of including students with disabilities in regular schools, examining architectural, pedagogical, and attitudinal barriers, teacher training, and public policies for inclusive education. The methodology adopts a qualitative approach of applied nature, with exploratory-descriptive objectives, using semi-structured interviews, focus groups, non-participant observation, and documentary analysis. The results reveal four central dimensions: architectural barriers related to inadequate infrastructure and absence of physical accessibility; pedagogical barriers related to homogenizing practices and absence of differentiated instruction; attitudinal barriers related to prejudices and low expectations; and teacher training challenges with insufficient preparation and absence of support resources. The conclusions indicate that school inclusion requires profound transformations of infrastructures, pedagogical practices, school cultures, and public policies, constituting a collective commitment to guaranteeing educational rights of all students and building societies that value human diversity.

DOI: https://doi.org/10.56238/sevened2025.038-068