CHALLENGES OF INCLUSIVE EDUCATION IN TEACHING PRACTICE FOCUSED ON CLASSROOM REFLECTIONS

Abstract

Inclusive education in teaching practice faces multiple challenges that require in-depth reflection in the classroom. One of the main obstacles is the need to adapt teaching methodologies to address the diversity of students, who present different learning styles, abilities, and needs. Teachers must adopt flexible and creative strategies that allow for the active participation of all, which entails a constant process of evaluation and adjustment. However, they often lack adequate resources or specific training to implement these inclusive practices, which limits their effectiveness and generates frustration among both teachers and students. Given this, this article is framed within an analysis of the challenges of inclusive education in teaching practice, focusing on classroom reflections. As a methodological argument, the essay is structured from a qualitative and interpretive perspective. As a result, it is clear that ongoing training is essential for teachers to better understand their students' unique characteristics and develop skills to respond to them. Daily classroom reflections show that many teachers feel uncertain or unfamiliar with how to appropriately address students with disabilities or specific difficulties. This requires a change in training programs and greater awareness of the importance of an empathetic and responsive attitude toward the entire educational community.