Inclusive Pedagogical Practices and Inclusive Learning in Students with Special Educational Needs: A Bibliographic Review
DOI:
https://doi.org/10.70577/p8c33639Keywords:
Inclusive pedagogical practices; Inclusive learning; Special educational needs.Abstract
To analyze how inclusive pedagogical practices contribute to strengthening inclusive learning among first-grade students with special educational needs, whether or not associated with a disability. The literature search was conducted in Scopus, Web of Science, and SciELO, selecting full-text studies published from 2021 to 2026 and focused on inclusive education, inclusive pedagogical practices, special educational needs, school participation, well-being, academic performance, and inclusive learning. The first stage of the search identified 32 records. Once duplicate entries were excluded and the established inclusion and exclusion criteria were applied, 10 studies were chosen for the final review. The results revealed that inclusive pedagogical practices contribute to inclusive learning when they integrate differentiated instruction, curriculum modifications, accessible educational resources, socio-emotional support, family participation, institutional assistance, and flexible assessment approaches. It was also found that the mere presence of students with SEN in mainstream classrooms does not guarantee participation, well-being, or academic progress without appropriate pedagogical conditions. Inclusive pedagogical practices promote inclusive learning when implemented in a planned, contextualized, and sustained manner; therefore, teacher training should be strengthened, inclusive pedagogical guides should be promoted, and further research should be conducted in Ecuadorian school contexts.
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