Superando obstáculos para una educación verdaderamente inclusiva
Overcoming barriers to truly inclusive educationBarra lateral del artículo
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La educación inclusiva busca atender las necesidades de aprendizaje de todas las personas en entornos educativos comunes y en instituciones regulares. No obstante, enfrenta múltiples obstáculos, desde actitudes indiferentes y estigmatizantes hasta prácticas destructivas. Este estudio tiene como objetivo analizar los desafíos que impiden la implementación efectiva de la educación inclusiva en diversos contextos. Para ello, se realizó una revisión sistemática de veintiún artículos publicados entre 2017 y 2023, utilizando las bases de datos Scopus, Web of Science y Ebsco. La búsqueda se realizó con la ecuación TITLE (Barriers AND in AND inclusive AND education) AND PUBYEAR > 2017 AND PUBYEAR < 2023 AND (LIMIT-TO (DOCTYPE, "ar")). Los resultados indican que los obstáculos para la inclusión educativa están presentes tanto en la sociedad, manifestándose en actitudes negativas y destructivas, como en la falta de preparación de los docentes para manejar la diversidad. Además, se concluye que la inclusión educativa no puede lograrse únicamente a través del esfuerzo docente, sino que requiere un enfoque integral y multisectorial.
Inclusive education seeks to meet the learning needs of all people in mainstream educational settings and regular institutions. However, it faces multiple obstacles, from indifferent and stigmatizing attitudes to destructive practices. This study aims to analyze the challenges that impede the effective implementation of inclusive education in diverse contexts. For this purpose, a systematic review of twenty-one articles published between 2017 and 2023 was conducted, using the Scopus, Web of Science and Ebsco databases. The search was performed using the equation TITLE (Barriers AND in AND inclusive AND education) AND PUBYEAR > 2017 AND PUBYEAR < 2023 AND (LIMIT-TO (DOCTYPE, “ar”)). The results indicate that barriers to educational inclusion are present both in society, manifesting themselves in negative and destructive attitudes, and in the lack of preparation of teachers to handle diversity. Furthermore, it is concluded that educational inclusion cannot be achieved only through the efforts of teachers, but requires a comprehensive and multisectoral approach.
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