2026, Rabal Alonso, José María, Álvarez Martínez-Iglesias, José María, Molina Saorín, Jesús, Didáctica y Organización Escolar

Introduction: In recent years, the debate on school inclusion has intensified, with a solid regulatory framework that contrasts with a reality in classrooms marked by inequalities, heterogeneous practices, and tensions between principles and context. Objective: The aim is to describe teachers' inclusive knowledge in special education contexts.Methodology: quantitative, non-experimental, cross-sectional study with a sample of 123 teachers from the Murcia region, administered online using descriptive analysis, Spearman correlations, and Kruskal Wallis.Results:there is a high presence of students with sensory difficulties; declared universal teaching knowledge, but limited assessment skills from a UDL perspective.Conclusions: teachers have solid normative and planning bases, but criticism persists regarding inclusive assessment practices and attitudes, suggesting specific training needs and future studies with larger samples.