CHALLENGES OF INCLUSION IN SPECIAL EDUCATION IN PRESCHOOL: BETWEEN POLICIES AND EDUCATIONAL PRACTICES

Abstract

The inclusion of children with disabilities in preschool is an urgent challenge for Brazilian educational public policies, given the legal and social commitments assumed by the country in the field of human rights and equity. This article aims to analyze, from a critical perspective, the main obstacles faced in the implementation of Special Education in Early Childhood Education. Methodologically, it is a qualitative research of bibliographic and documentary nature, grounded in classical and contemporary authors in the field, such as Mantoan (2003), Vygotsky (1997), Pletsch (2009), as well as Sousa (2020), Ribeiro (2021), and Josta (2022), in addition to official documents that guide Brazilian educational policy. The justification for the study lies in the need to understand how inclusive policies are translated into pedagogical practice, considering the challenges related to teacher training, school infrastructure, cultural barriers, and family participation. The development of the research revealed that, although there have been legal advances, the school reality remains exclusionary in many contexts. The results indicate that the realization of inclusion requires initial and continuing teacher education, investments in infrastructure, and cultural changes. It is concluded that inclusion requires more than legislation: it demands intentional pedagogical practices, transformations in conceptions of difference, and collective engagement among school, family, and society.