Towards inclusive education: ethical challenges in the integration of students with disabilities

Abstract

This study analyzed the challenges and opportunities inherent in the establishment of inclusive education, placing special emphasis on the discrepancy between government policies and their implementation in specific educational settings. Through a thorough review of the existing literature, the primary elements that hinder effective inclusion were identified, highlighting the importance of educator training, institutional support, and resource accessibility, particularly in rural areas and disadvantaged communities. The findings emphasized that, despite progress in inclusion policies, considerable obstacles remain in their implementation. The most critical elements identified include the lack of specialized training for educators and the insufficiency of essential material and human resources for the care of the entire student population. From a methodological perspective, the study was based on a meticulous review of previous research and the examination of regulations and policies related to inclusive education. The data collection encompassed official reports, academic research, and public policy documents, providing a perspective on the structural and cultural impediments that hinder full integration into the educational system. This study concluded that achieving genuinely inclusive education is not only linked to meticulously formulated public policies but also to a collective commitment to changing attitudes and practices within educational communities. In this context, cooperation between the authorities, the teaching staff, and the families is essential.