By: Luana Cristina Sardinha Bezerra
In recent decades, the United States has taken meaningful steps to strengthen inclusive education, positioning itself as a global reference in rights-based educational practices. According to the latest data from the National Center for Education Statistics (NCES), nearly 7.3 million students, or 15% of all public school students, receive special education services under the Individuals with Disabilities Education Act (IDEA). This number, which continues to grow, reflects not only more accurate diagnoses and broader definitions of disabilities but also a growing awareness of the need for schools to be truly inclusive learning environments.
Despite this progress, there is still a long road ahead.
As a specialist in inclusive education and a former classroom teacher in one of Brazil’s largest school systems, I see parallels between the American and Latin American contexts when it comes to the daily challenges educators face in implementing inclusive practices. Training gaps, a lack of accessible materials, and overloaded classrooms are just a few of the common threads in the global fabric of special education. What truly makes the difference, across all systems, is how we equip and support our teachers.
In the U.S., IDEA mandates individualized educational plans (IEPs), reasonable accommodations, and collaborative team-based approaches. These legal tools are powerful but often become difficult to execute in practice without consistent training and school-level support. That’s why, more than ever, educators need access to resources that go beyond theory and offer real-world strategies, adaptable across contexts and learning needs.
This was the motivation behind my book, “Práticas: Caminhos para a Educação Especial” (Practices: Paths for Special Education). It is a guide built from the ground up, shaped by the classroom, refined by collaboration, and grounded in both legal frameworks and pedagogical compassion. While written from the lens of the Brazilian educational system, its principles and practices resonate universally: we need to listen to our students, recognize their uniqueness, and plan intentionally to meet their full potential.
Back in Brazil, I worked with students whose stories defied statistics. Children who had once been dismissed as “unteachable” flourished with structured routines, visual aids, collaborative group work, and above all, teachers who believed in their capabilities. In every country, including the United States, we must continue challenging systemic biases and low expectations that often accompany special education placements.
We must also celebrate the strides being made.
More school districts across the U.S. are investing in co-teaching models, universal design for learning (UDL), and multilingual special education services, recognizing the complex intersections of language, culture, and disability. Technology has also become a powerful ally, from assistive communication devices to AI-driven learning platforms that personalize instruction. But the most powerful tool remains the prepared and empathetic teacher, one who sees beyond diagnoses and embraces every learner’s full potential.
As an international educator and consultant, I have had the opportunity to collaborate with teachers and education leaders across borders. What I’ve learned is this: inclusive education is not a destination; it is a daily commitment. It’s a continuous process of learning, adapting, and advocating, for our students, our schools, and our societies.
The United States has laid down a strong foundation through legislation, funding, and research. Now, the focus must be on practical implementation, equity of access, and support for the professionals on the front lines. Teachers cannot be left to carry this mission alone. They need communities, resources, and a shared vision that truly believes every child can learn, and deserves to.
Let’s move forward together, across borders and disciplines, turning inclusion from a concept into a culture.
* Luana Cristina Sardinha Bezerra is a Special Education Teacher with over 5 years of experience, specializing in students with intellectual disabilities and autism. She holds a degree in Pedagogy from the University of Mogi das Cruzes (UMC) and several postgraduate qualifications in Neuropsychopedagogy and Psychopedagogy. She is currently pursuing advanced studies in child development and has completed ABA training at the Child Behavior Institute of Miami (CBI). Has a Degree in Special Education from the International University Center (UNINTER). Luana is committed to inclusive education, focusing on personalized support to help every student thrive. Her work emphasizes the importance of addressing psychological needs for a more inclusive future.