Assertive Communication of Teachers for the Generation of Inclusive Environments

Teaching practice requires communicative skills to promote and discover knowledge, interest, and motivation to learn and participate in classroom contexts with their students. In this sense, teacher intervention generates good inclusive practices centred on assertive communication. This theoretical reflection chapter aims to analyse and discuss assertive communication from the perspective of inclusive education, which invites the generation of inclusive environments in the education system that promote learning and participation for all children, adolescents, and young people. The methodology implemented in this chapter focused on the exploration and analysis of documents currently available for review on academic virtual platforms, as well as primary sources. We conclude that the teaching function is the basis for strengthening assertive skills in education and assertive communication as a cornerstone to generating inclusive environments.