Abstract
This work addressed the psychologist’s role in promoting school inclusion, an increasingly relevant theme in contemporary educational contexts. The main objective was to analyze how psychologists contribute to the effective inclusion of students, particularly those with special needs, in educational environments. The methodology consisted of a literature review, analyzing previous studies, legislation and public policies, as well as examples of effective inclusive practices. The findings highlighted the importance of comprehensive psychological assessment, ongoing training for psychologists, and interdisciplinary collaboration with educators and families. The analysis showed that despite challenges, there are promising perspectives for the advancement of school inclusion and the psychologist’s role in this context. The final considerations emphasized the need for continuous and collaborative efforts to create truly inclusive educational environments.
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