THE INCLUSION OF CHILDREN WITH AND WITHOUT DIAGNOSES IN REGULAR CLASSROOMS: A LOOK FROM THE TEACHING

Abstract

This scientific essay critically examines the challenges of inclusive education, focusing on teaching practices and institutional conditions that either facilitate or hinder its implementation. Grounded in a rights-based theoretical framework, it identifies tensions between normative discourse and its actualization in school contexts characterized by insufficient resources, inadequate teacher training, and resistant institutional cultures. The study reveals that educators face an overwhelming burden of responsibilities as they navigate ethical, pedagogical, legal, and administrative demands under precarious working conditions. Systemic educational policy guidelines are proposed, emphasizing: (1) targeted funding for infrastructure and specialized support; (2) organizational restructuring with interdisciplinary teams and protected time for collaborative planning; and (3) ongoing teacher professional development through micro-credentials and mentoring. The analysis stresses the need for shared accountability among educational stakeholders, moving beyond the current model that places the sole burden of inclusion on teachers. Conclusions underscore that effective inclusion requires structural transformations not just individual commitment by aligning coherent public policies, collaborative school cultures, and flexible pedagogical practices such as Universal Design for Learning. This paper provides an analytical framework to rethink inclusion as a collective process, where institutional capacity-building is an essential precondition for empowering teachers as agents of change.