Resumen:
The process of school inclusion is essential to guarantee people with learning difficulties the educational spaces they deserve, fostering socialization and psychosocial development. To this end, teacher training emerges as an essential element, with a view to providing the tools for implementing inclusive educational practices. Also based on the theological perspective of inalienable human dignity, which supports the universal right to education and full development, this research aims to investigate how teacher training can contribute to the inclusion of people with Specific Learning Disorders in regular public schools, with a focus on inclusive pedagogical actions. The specific objectives are: to analyze the conceptual and legislative aspects related to school inclusion, focusing on its applicability in the context of public schools; to define and classify Specific Learning Disorders, according to specialized literature and educational policies; to explore educational methodologies and technologies that favor the inclusion of people with Specific Learning Disorders and learning difficulties in basic education; to examine how initial and ongoing teacher training can impact the school inclusion of children and adolescents with Specific Learning Disorder; to analyze the presence of elements on school inclusion in two Political-Pedagogical Projects; and to develop an e-book as a resource to support the ongoing training of teachers, aiming at the inclusion of students with Specific Learning Disorder. To achieve these objectives, a bibliographic and documentary research was developed, with a qualitative and interpretative approach, of books, theses, dissertations, scientific articles, legal devices, Course Pedagogical Projects and Political-Pedagogical Project. An e-book was also developed, as an educational product, with the purpose of assisting in teacher training, for school inclusion. The developed e-book is configured as a study instrument on school inclusion, in addition to being a practical guide, with suggestions of strategies and activities, that value each student, in their individuality, personalizing and modeling teaching in order to reach everyone and favor more meaningful learning.
