Teacher training in inclusive education

Abstract

The life of people with disabilities (PWD) is marked by challenges in their visibility as citizens due to the lack of access to formal education. Even after insertion, there are still physical and methodological limitations for efficient inclusion in the school environment. The objective of this study was to analyze whether continuing teacher training is effective in inclusive education. The research is applied, quantitative and qualitative, descriptive and exploratory. After analysis of the information based on keyword criteria; a work plan was created to search for scientific articles in the period from 1993 to 2023. The information can be accessed at a distance by electronic devices compatible with digital tools for self-teaching and innovative approaches that assist teachers in training and professional development. This analysis serves as a warning in the face of the prospect of the accelerated advancement of new technologies even before they are mastered by the teacher for inclusive education.