PSYCHOLOGICAL AND PEDAGOGICAL BARRIERS TO THE TRANSITION TO INCLUSIVE EDUCATION IN PRIMARY GRADES

Abstract

 This article examines the key psychological and pedagogical barriers that hinder the effective transition to inclusive education in primary grades. Inclusive education, while internationally recognized as a fundamental right, poses numerous challenges for teachers, especially at the elementary level where foundational learning takes place. The study identifies common psychological obstacles such as teachers' anxiety, lack of confidence, and resistance to change, as well as pedagogical issues including insufficient training, lack of methodological support, and inadequate adaptation of teaching materials. The article also explores the role of institutional culture, teacher collaboration, and ongoing professional development in overcoming these barriers. Practical recommendations are offered to facilitate smoother implementation of inclusive practices, ensuring that all students—regardless of their individual needs—can participate fully in the learning process.