Necesidades educativas especiales y práctica docente
Special education needs and teaching practiceBarra lateral del artículo
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Este estudio se centra en tres dimensiones esenciales para mejorar la educación inclusiva: las Necesidades Educativas Especiales (NEE), la Práctica Docente (PD), y el Acondicionamiento Intrínseco de la Infraestructura Educativa (IIEE). Las NEE se definen como barreras que restringen el derecho a la educación, enfocándose en superar obstáculos del sistema educativo más que en las condiciones individuales de los estudiantes. La PD se aborda como la manifestación de la idoneidad del maestro para sortear las dificultades de los estudiantes con NEE desde una perspectiva sistémica. Además, se destaca la importancia del acondicionamiento intrínseco de la IIEE para promover la innovación y la atención integral. La metodología empleada incluyó la revisión bibliográfica de 84 artículos, seleccionando 23 para una Revisión Sistemática (RS) posterior. La RS reveló estrategias efectivas, como la co-enseñanza, la promoción de habilidades comunicativas, la capacitación continua de docentes, el seguimiento y supervisión, y el papel crucial de la tecnología en la educación inclusiva. Estas propuestas, adaptadas a la realidad latinoamericana, ofrecen soluciones concretas para mejorar la práctica docente y avanzar hacia una educación inclusiva de calidad.
This study focuses on three essential dimensions to improve inclusive education: Special Educational Needs (SEN), Teaching Practice (PD), and Intrinsic Conditioning of Educational Infrastructure (IIEE). SEN are defined as barriers that restrict the right to education, focusing on overcoming obstacles of the educational system rather than on the individual conditions of students. PD is approached as the manifestation of the teacher's suitability to overcome the difficulties of students with SEN from a systemic perspective. In addition, the importance of the intrinsic conditioning of the IIEE to promote innovation and comprehensive care is highlighted. The methodology employed included the literature review of 84 articles, selecting 23 for a subsequent Systematic Review (SR). The SR revealed effective strategies, such as co-teaching, promotion of communication skills, continuous teacher training, monitoring and supervision, and the crucial role of technology in inclusive education. These proposals, adapted to the Latin American reality, offer concrete solutions to improve teaching practice and move towards inclusive quality education.
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