INCLUSIVE EDUCATION IN THE CONTEXT OF PRIMARY BASIC EDUCATION

Abstract

Inclusive education today requires a pressing commitment from the various educational stakeholders for its implementation and the redefinition of an inclusive pedagogical model that enhances levels of participation in school and in the classroom, respecting the unique differences of each student; that strengthens the skills and abilities of each student, making them protagonists of their educational process; and, above all, an education that enables emancipation and dignifies the human person in every dimension at all times. Inclusive education at the primary level should be guided by students' learning rhythms; it should offer teaching through flexible, participatory pedagogical practices mediated by alternative teaching methods that enable the

development of autonomy, leadership, and access to learning through exercises of cooperation, discovery, and personal initiative. This scientific essay aims to analyze the practices, policies, and challenges of inclusive education at the primary education level, in order to identify pedagogical strategies that promote equity, participation, and meaningful learning for all students. This documentary research was conducted using a qualitative approach, seeking to understand, interpret, and analyze discourses, policies, and experiences related to inclusive education. It was guided by a methodological design through the collection and analysis of documentary information, considering its relevance, relevance, and validity. The results obtained showed that inclusive practices in primary education vary according to the institutional context and the level of teacher training. The analysis allowed for the identification of a set of strategies to promote truly inclusive education, highlighting diverse planning, formative assessment, and the creation of accessible and collaborative learning environments.