Inclusive learning environments: a study with teachers of qualifying training courses

Abstract

 The research conducted within the Special Education course of teacher training programs, involved 194 teachers (85 from the humanities and 109 from the sciences) who were invited to reflect on the pedagogical and didactic dimensions that promote inclusive learning. Using Van Manen’s (2007) hermeneutic-phenomenological approach, the study focused on teachers’ lived experiences, exploring their meaning and intentional structure. The collected texts were analyzed with NVivo, which allowed for the identification of core categories consistent with the narratives. The findings suggest that fostering inclusivity requires a profound rethinking of educational practices, beyond merely addressing special needs, aiming instead to enhance each student’s potential while ensuring equity. In particular, the study highlights the importance of designing inclusive learning environments that support meaningful, autonomous, and collaborative learning, where attention to individuality is integrated with the broader educational community.