WHEN INCLUSION IS NOT ENOUGH: PEDAGOGICAL PRACTICES THAT ENSURE LEARNING IN SPECIAL EDUCATION

Abstract

Special Education from an inclusive perspective has advanced in terms of access and permanence of students with special educational needs in regular schools. However, guaranteeing enrollment does not necessarily ensure meaningful learning. This article discusses the limits of merely formal inclusion and emphasizes the need for pedagogical practices that effectively promote student development. It addresses the teacher’s role as a pedagogical mediator, the importance of individualized planning, curricular flexibility, and process-based assessment, as well as the use of active methodologies and playful resources as learning strategies. The relevance of routine, predictability, and pedagogical bonding for students’ security and engagement is also highlighted. Collaborative work among school, family, and multiprofessional teams is presented as essential for comprehensive student support. Finally, teacher education is discussed as a decisive factor for the effectiveness of Special Education, reinforcing that school inclusion is achieved only through pedagogical intentionality, collective commitment, and a focus on learning.

DOI: https://doi.org/10.56238/sevened2026.004-003