Estrategias de educación inclusiva implementadas por docentes: una revisión sistemática

Abstract

Background: Inclusive education guarantees the right to equitable education for all students, regardless of physical, social, or cultural conditions. As primary actors in classroom implementation, teachers' training and pedagogical practices require rigorous analysis. Objective: To analyze inclusive education strategies implemented by teachers across diverse educational contexts. Methods: A systematic review was conducted following the PRISMA method, examining research published between 2022 and June 2026. The search was performed in Scopus and Web of Science databases, resulting in the selection of 27 scientific articles. Results: Consensus was identified regarding teacher training, Universal Design for Learning (UDL), co-teaching, differentiated instruction, and technology integration. Differences were associated with geographic context and resource availability, while trends pointed toward an inclusive model supported by family collaboration and continuous professional development. Conclusion: Inclusive education strategies require the integration of teacher training, institutional resources, and stakeholder collaboration to ensure learning equity for all students.