Prácticas pedagógicas inclusivas y aprendizaje inclusivo en estudiantes con necesidades educativas especiales: revisión bibliográfica
DOI:
https://doi.org/10.70577/p8c33639Palabras clave:
Prácticas pedagógicas inclusivas; Aprendizaje inclusivo; Necesidades educativas especiales.Resumen
Analizar cómo las prácticas pedagógicas inclusivas contribuyen al fortalecimiento del aprendizaje inclusivo en estudiantes de primer grado con necesidades educativas especiales vinculadas o no a una discapacidad. Se desarrolló una revisión bibliográfica de carácter analítico con orientación sistemática, organizada de acuerdo con las fases planteadas por PRISMA, identificación, cribado, elegibilidad e inclusión, la búsqueda se realizó en las bases de datos Scopus, Web of Science y SciELO, considerando estudios publicados entre 2021 y 2026, disponibles en texto completo y vinculados con educación inclusiva, prácticas pedagógicas inclusivas, necesidades educativas especiales, participación escolar, bienestar, rendimiento académico y aprendizaje inclusivo. La búsqueda inicial permitió identificar 32 registros, posteriormente, tras retirar los documentos duplicados y aplicar los criterios de inclusión y exclusión definidos, se seleccionaron 10 investigaciones para el análisis final, los hallazgos evidenciaron que las prácticas pedagógicas inclusivas favorecen el aprendizaje inclusivo cuando incorporan enseñanza diferenciada, ajustes curriculares, materiales didácticos accesibles, acompañamiento socioemocional, participación familiar, apoyo institucional y formas flexibles de evaluación, además, se reconoció que la presencia de estudiantes con NEE en aulas regulares no garantiza por sí misma su participación, bienestar ni progreso académico, especialmente cuando no se cuenta con condiciones pedagógicas adecuadas. Las prácticas pedagógicas inclusivas fortalecen el aprendizaje inclusivo cuando se implementan de manera planificada, contextualizada y sostenida, por consiguiente, se requiere ampliar la formación docente, elaborar orientaciones pedagógicas inclusivas y promover nuevas investigaciones en instituciones educativas del contexto ecuatoriano.
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