Inclusion of people with intellectual disabilities in regular education classes

The general objective of this article is to investigate the relationship between the pedagogical work of teachers and the inclusion of children with intellectual disabilities in regular education, focusing on the alignment of inclusive actions with the guidelines of the Political-Pedagogical Project (PPP). The study used the systematic literature review as an approach, following a critical content analysis according to the Bardin (2016) protocol. The qualitative approach allowed an in-depth exploration of the nuances present in the literature. The main results obtained were that the alignment between the PPP guidelines and the implementation of inclusive practices is crucial to create an educational environment serving all students. In this context, teacher training is a fundamental aspect for inclusive education, encompassing resources, interdisciplinary cooperation and awareness of diversity. It was also found that the PPP guidelines can guide the transformation of inclusive education, providing strategic guidance and promoting welcoming environments, highlighting that inclusive education is a dynamic process that requires constant adaptation and collaboration among all those involved. In view of this, it can be concluded that PPP guidelines, teacher training and inclusive practices are interdependent in order to achieve truly inclusive and equitable education. The adoption of PPP-aligned approaches, investment in teacher training, and continuous assessment can promote significant changes in the education system, making it more accessible and enriching for all students, regardless of their abilities.