Os desafios no processo de inclusão dos alunos público-alvo da educação especial na sala de aula regular: um estudo bibliográfico

Abstract

This article addresses the difficulties in the process of including special education target audience students in the regular classroom, aiming to analyze the limitations that hinder the full development of the inclusive process. The academic research methodology is qualitative in nature and bibliographic, based on the analysis of seven publications related to inclusive education published between 2020 and 2025: Narcísio et al. (2024), Silva and Bezerra (2025), Amorim, Maia and Silva Júnior (2020), Eris (2024), Maisto, Zanella and Konrath (2025), ARAÚJO and GOMES (2023) and Rodrigues et al. (2024). The results of the analysis show that the main limitations found were: lack of teacher training, inadequate infrastructure, the need for collaborative teaching, greater effectiveness of public policies and monitoring, more dissemination of knowledge about inclusion and the development of actions aimed at respect, integral education and social participation. In conclusion, the academic work was important for understanding inclusion processes in the Brazilian educational environment. Given the academic literature on the topic and the main difficulties encountered in the research, these issues enabled an understanding of the limitations of the inclusive process and the effective participation of students in the school environment.