Inclusive education: the teacher as the epicenter of the inclusion process

This article aims to reflect on the significant role of the teacher on the paradigm of inclusive education. The currently teaching challenges put the teacher at the center of the pedagogical action. As such, we consider that the representations and beliefs that teachers have about the inclusive school and its more or less training in the area of special needs determine theirs inclusive practices. All children are entitled to education in mainstream classes, in schools open to the community, which provides an educational environment with quality and meets the pedagogical and therapeutic needs of each student. The organization of inclusive educational environments passes by the attitudes and practices of teachers in promoting a genuine school for all.