Scoping review and thematic analysis of inclusive teaching practices
DOI:
https://doi.org/10.61799/2216-0388.1839Keywords:
inclusive education, rural education, special needs education, teaching methods and teaching practices.Abstract
Inclusive education should be understood as a basic human right that contributes to improving educational outcomes by promoting social equality and valuing diversity as an opportunity to enrich teaching and learning processes in the classroom. The complexity inherent in inclusive teaching practices makes it necessary to understand them in order to move toward the effective inclusion proposed by the educational policies of different countries. This research sought to determine the current status of inclusive teaching practices adopted by primary and secondary school teachers in urban and rural schools. A scoping review was conducted to map the inclusive teaching practices reported in the literature over the last five years. The search was conducted in indexed databases such as Web of Science, Scopus, ProQuest Education, ERIC, APA PsycInfo, Doaj, Redalyc, Dialnet, Ezproxy, and Scielo; in English, Spanish, and Portuguese, and was complemented by a thematic analysis following Kushnir's proposal for the educational field. The evidence base consisted of 32 articles. The thematic analysis identified ten categories that bring together inclusive teaching practices: grouping, learning, instructional approaches, classroom management, materials, teaching methodologies, curriculum and planning, assessment and monitoring, digital media and artifacts, and tasks and activities. It is concluded that inclusive education requires flexible, adapted, and diversified teaching practices that integrate grouping strategies, differentiated methodologies, adapted planning, continuous assessment, and the use of accessible technological resources and materials, particularly for students with Specific Educational Support Needs.
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References
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