Collaborative Action Research at the Training Center for Inclusive Education and Accessibility

The paper reports on action research conducted with professionals from a training center in inclusive education and accessibility. It presents the empirical context and the theoretical-methodological design that guides the research, then goes on to discuss preliminary data obtained through a questionnaire applied during the diagnostic stage. The study shows the leading role of a group of education professionals committed to building a different model of education and inclusive practices, who created a center for specialized care before the existence of any specific legislation for inclusive education. The structural limitations of the center are not understood as impediments for the professionals to promote actions and pedagogical processes that ensure the right to learning for children and youths with disabilities.