SCHOOL INCLUSION AND ADAPTED CURRICULUM: INTERFACE WITH THE INDIVIDUALIZED EDUCATION PLAN

Abstract

School inclusion is one of the main challenges of contemporary education, especially given the need to guarantee the right to learning for students who are the target audience of special education. In this context, the adapted curriculum and the Individualized Education Plan (IEP) are essential instruments for promoting inclusive pedagogical practices, respecting the specificities and potential of students. This article aims to analyze the interface between school inclusion, adapted curriculum, and IEP, highlighting their contributions to the student's integral development and to the realization of democratic education. This is a bibliographic research, with a qualitative approach, based on authors such as Mantoan (2015), Carvalho (2010), Glat and Pletsch (2012), Sassaki (2006), Freire (1996), among others, as well as Brazilian legal documents that guide inclusive education. The study discusses the historical foundations of school inclusion, the principles of the adapted curriculum, the pedagogical function of the IEP, and the challenges faced by education professionals. It is observed that the construction of inclusive practices depends on teacher training, collaborative planning, accessibility, and curricular flexibility. It is concluded that the adapted curriculum and the IEP (Individualized Education Plan) represent important mechanisms for promoting equity and school participation, contributing to a more humanized and inclusive education.