Inclusive student teaching and learning: A systematic review

Abstract

The present study analyzes the school inclusion of children with differentiated educational demands. The main objective was to analyze the impact of the pedagogical strategies that the teacher applies in the classrooms to achieve the effective integration of these students. To do this, research published in information sources such as Scielo, Scopus and Web of Science was carried out and, by applying the PRISMA method, a total of 298 articles were reviewed and, after considering the insertion and deletion criteria, 16 were chosen. studies. The results reveal that, although there are advances in infrastructure and regulations, there remain challenges to be met in teacher preparation and in the training of inclusion experiences. Likewise, traditional methodologies, frontal teaching and homogenization of content, significantly limit the learning of these students. It is concluded that it is necessary to promote a paradigm shift towards inclusive education, which celebrates diversity, is based on specialized teacher training and the use of adapted pedagogical strategies. Future research should focus on the development of inclusive educational tools, continuous teacher training, and the impact of innovative methodologies on the learning of these students.