SPECIAL EDUCATION IN BASIC EDUCATION SCHOOLS: TEACHING PRACTICE AND INCLUSIVE EDUCATION

This work aims to understand the acquisition of rights by people with special educational needs and how they should and can be meaningfully integrated into the teaching-learning process. It also explores how schools can play an important role in advancing the fight against exclusion by welcoming them, providing effective conditions for learning, and developing their potential. The research provides a brief history of people with special needs over the years, how the process of change has unfolded, and how laws have effectively contributed to progress in integrating these students into schools. A significant conclusion was reached, considering that change must begin with the implementation of new educational policies that demystify the concept of difference as invalid and promote the supremacy of difference as natural in every heterogeneous society, which, by its very nature, tends to mask reality. Special education should be approached from a pragmatic perspective, in which the development of public policies geared toward the target audience in question proves effective. There's no point in creating actions that appear positive in theory but prove useless to the individuals who need them, or even if teachers are unable to implement the procedures in their teaching practice.