TEACHERS’ PRACTICES AND CHALLENGES IN DIFFERENTIATED INSTRUCTION FOR DIVERSE SPECIAL LEARNING NEEDS: A QUANTITATIVE STUDY IN A PUBLIC SCHOOL. Journal for the Advancement of Sustainable Development Goals, [S. l.], v. 1, n. 4, 2026. Disponível em: https://jasdg.com/index.php/jasdg/article/view/250. Acesso em: 12 nov. 2026.