CHALLENGES IN ADAPTING INCLUSIVE MATERIALS IN BASIC EDUCATION

Abstract

Special education comprises a set of public policies, regulations, and federal and state laws aimed at guaranteeing the right to education for children and young people with disabilities. It is grounded in the principles of equity, accessibility, and inclusion, ensuring that all students—free from any form of discrimination—have access to learning opportunities through the use of resources, strategies, and adaptations that foster their full development. In this context, this article addresses school inclusion and the difficulties faced by basic education teachers in adapting pedagogical materials for students with Special Educational Needs (SEN). The general objective is to discuss the main challenges teachers encounter when developing and adapting instructional resources that promote inclusive, meaningful, and equitable learning. This study is based on a literature review, and its results demonstrate that the effective implementation of special education within an inclusive framework depends on ensuring conditions that facilitate learning for all students in mainstream education. To this end, continuous investment in teachers' initial and ongoing training is essential, as is strengthening a collaborative network comprising teachers, school administrators, families, and professionals from various fields who support students with Special Educational Needs. Finally, the article highlights the importance of recognizing and valuing diversity as a fundamental element of the school environment. Accordingly, schools must promote pedagogical practices, institutional initiatives, and spaces for interaction grounded in inclusion, accessibility, and respect for differences, thereby engaging the entire school community in building a democratic, participatory, and high-quality education system for all.