TEACHER EDUCATION AND CHALLENGES FOR THE EFFECTIVE IMPLEMENTATION OF SPECIAL EDUCATION

Abstract

Teacher education constitutes one of the main pillars for the effective implementation of Special Education within the context of inclusive education. This article aims to analyze the challenges faced in teacher training and their implications for the development of inclusive pedagogical practices. It discusses the relationship between theory and practice in initial and continuing education, highlighting the need to overcome fragmented training models that are disconnected from the school reality. The paper also addresses the role of public policies in guiding training processes and emphasizes the importance of the school as a space for valuing and supporting teaching work. It is highlighted that teachers’ professional knowledge, built throughout their professional trajectory, is fundamental for adapting methodologies, curricular flexibilization, and monitoring the development of students who are the target audience of Special Education. The study emphasizes the relevance of continuing education as a strategy for improving pedagogical practices and strengthening teacher autonomy in the face of educational diversity. It concludes that the effective implementation of Special Education depends on consistent investments in teacher training, articulated with collaborative and institutional actions, capable of ensuring not only access to school, but also learning and participation, promoting an education grounded in equity and quality of teaching.

DOI: https://doi.org/10.56238/sevened2026.004-002