THE ROLE OF THE TEACHER IN PEDAGOGICAL MEDIATION IN SPECIAL EDUCATION

Abstract

Pedagogical mediation in Special Education is a fundamental element to ensure active participation and meaningful learning for students with special educational needs. This article discusses the role of the teacher as a mediator of the educational process, highlighting the importance of intentional, planned pedagogical practices that are sensitive to diversity within the school context. Mediation is understood as a process that goes beyond the mere transmission of content, involving the construction of pedagogical relationships based on dialogue, respect for individual differences, and the appreciation of students’ potential. Throughout the text, it is evident that appropriate mediating strategies contribute to overcoming pedagogical barriers, facilitating access to the curriculum and supporting students’ holistic development. The relevance of flexible pedagogical planning and continuous teacher education is also emphasized as essential factors in strengthening inclusive practices. It is concluded that pedagogical mediation, when guided by principles of equity and educational intentionality, becomes an indispensable tool for the effective implementation of Special Education, promoting fairer, more participatory learning environments and ensuring the right to quality education for all.

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