Vol. 34 No. 2 (2025): Educational Inclusion: Practices, Resistance, and School Culture

Inclusive education is recognized as a global ethical and legislative commitment, supported by the Universal Declaration of Human Rights, the Convention on the Rights of the Child, and the Sustainable Development Goals. Although regulations establish it as an inalienable principle, a gap persists between discourse and practice, because inclusion demands profound cultural and social change. Integration does not equate to inclusion; achieving the latter requires transforming structures to guarantee full participation and learning. Educational research has generated extensive literature and special issues addressing research, experiences, and educational practices. Among these, studies on teacher training, social justice, digital inclusion, and attention to diversity stand out.

Given all this, this special issue proposes four pillars for action: social and cultural change, teacher training, material and human resources, and practical application in the classroom. Without these elements, inclusion risks remaining merely an ideal, which is why this issue includes studies addressing each pillar. Overall, it is conceived as a systemic process demanding investment, sustainable strategies, and robust teacher preparation to advance toward an equitable and quality education for all.