Challenges initial teacher training in the context of educational inclusion

Abstract

This essay exposes the reflection process developed at sessions of the National Special Education Career Commission for the development of a new generation of curricula in the contexts of attention to diversity and understanding that special educational needs May or may not be associated with disabilities. The essential methods used were the analytic-synthetic and the deductive inductive and techniques such as documentary and content analysis were used in the conception of cognitive, procedural and attitudinal tools that allow the teacher to offer a response to diversity.