Cognopolis
Revista de educción y pedagogía
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https://doi.org/10.62574/1nvav464
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Teacher competencies in inclusive education in Latin America
Competencias docentes en educación inclusiva en Latinoamérica
Mirian Gabriela Borja-Ramos
mariangabriela2@gmail.com
Secretaría de Educación, Recreación y Deporte del DMQ, UEM Eugenio Espejo, Quito,
Pichincha, Ecuador
https://orcid.org/0000-0001-9662-0826
ABSTRACT
The research objective is to reflect on teaching skills in inclusive education in Latin America. For
the preparation of this research article in reflection mode, a bibliographic selection was made of
26 scientific articles related to the objective of the study. An emerging theoretical analysis was
generated using the analytical-synthetic method. Nine categories were identified that enrich the
study of teaching competences in inclusive education in Latin America: i) teaching competences,
ii) inclusive pedagogical practices, iii) accessibility and technology, iv) legal framework and
educational policies, v) inclusive educational management, vi) teacher perceptions and attitudes,
vii) teacher training, viii) inclusion in higher education, ix) theories and reflections. These nine
categories show that the development of teaching skills for inclusive education must be a
comprehensive and multidimensional process that combines technical, ethical and structural
aspects, promoting a transformative, equitable and fair education in the region.
Descriptors: inclusive education; ability grouping; classroom techniques; teaching method
innovations. (Source: UNESCO Thesaurus).
RESUMEN
Se prescribe como objetivo de investigación reflexionar sobre las competencias docentes en
educación inclusiva en Latinoamérica. Para la elaboración de este artículo de investigación en
modalidad reflexión, se llevó a cabo una selección bibliográfica 26 artículos científicos
relacionados con el objetivo de estudio. se generó un análisis teórico emergente utilizando el
método analítico-sintético. Se identificaron nueve categorías que enriquecen el estudio de las
competencias docentes en educación inclusiva en Latinoamérica: i) competencias docentes, ii)
prácticas pedagógicas inclusivas, iii) accesibilidad y tecnología, iv) marco legal y políticas
educativas, v) gestión educativa inclusiva, vi) percepciones y actitudes docentes, vii) formación
docente, viii) inclusión en la educación superior, ix) teorías y reflexiones. Estas nueve categorías
evidencian que el desarrollo de competencias docentes para la educación inclusiva debe ser un
proceso integral y multidimensional que articule aspectos técnicos, éticos y estructurales,
promoviendo una educación transformadora, equitativa y justa en la región.
Descriptores: educación inclusiva; agrupamiento por aptitudes; técnica didáctica; innovación
pedagógica. (Fuente: Tesauro UNESCO).
Received: 08/09/2024. Reviewed: 12/10/2024. Approved: 19/12/2024. Published: 27/01/2025.
Reflection articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(1), 1-19, 2025
Competencias docentes en educación inclusiva en Latinoamérica
Teacher competencies in inclusive education in Latin America
Mirian Gabriela Borja-Ramos
2
INTRODUCTION
In the 21st century, inclusive education has become an essential principle in
contemporary education systems, aimed at guaranteeing the right of all students
to a quality education, regardless of their individual, social or cultural
characteristics. Therefore, it not only seeks the integration of students with
special educational needs (SEN) or in vulnerable situations, but also promotes
the transformation of pedagogical, curricular and organisational practices to
address diversity in an (Watkins, D'Alessio & Kyriazopoulou, 2009). From this
perspective, the role of the teacher is paramount, as they are responsible for
implementing inclusive strategies that allow for the active participation and
meaningful learning of all students.
In the case of Latin America, inclusive education faces specific challenges
derived from the structural, economic and cultural inequalities that characterise
the region. Although regulatory frameworks and educational policies promoting
inclusion have been developed, their effective implementation remains limited.
According to Hernández-Pico & Samada-Grasst (2021), the lack of resources,
insufficient teacher training and exclusionary attitudes in some educational
contexts hinder the consolidation of inclusive environments. In this vein,
Escalante-Puma, Villafuerte-Álvarez & Escalante-Puma (2022) point out that, in
many cases, inclusive policies fail to translate into concrete pedagogical
practices, which highlights a significant gap between theory and practice.
In this sense, teaching skills become a central axis for inclusive education, as
they not only encompass technical and pedagogical knowledge, but also
emotional and social skills that allow teachers to manage diversity in the
classroom. In view of this, Fernández-Batanero (2013) proposes that teachers
should be capable of designing adapted teaching strategies, fostering a climate
of respect and collaboration, and using technological tools that facilitate the
learning of students with SEN. However, as Silva, Bento & Seixas (2024) point
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Revista de educción y pedagogía
Vol. 3(1), 1-19, 2025
Competencias docentes en educación inclusiva en Latinoamérica
Teacher competencies in inclusive education in Latin America
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out, the initial and ongoing training of teachers in the region often lacks
pedagogical work that addresses these skills in a systematic way.
On the other hand, the use of accessible technologies has emerged as a resource
for education, in view of which, the views of Calderón-Delgado et al. (2024)
should be taken into account, indicating that digital tools, such as screen readers
and adaptive learning platforms, can significantly improve the educational
experience of students with disabilities; however, heterogeneous access to these
technologies in rural areas and marginalised communities represents a
significant challenge for the region (Escalante-Puma et al., 2022).
In this order, it is prescribed as a research objective to reflect on teaching
competences in inclusive education in Latin America.
Theoretical frame of reference
Inclusive education in the context of teaching competences becomes a central
axis for the implementation of inclusive practices that respond to diversity in the
classroom. In this sense, the following is presented:
Inclusive education in the Latin American context
Inclusive education is understood as a continuous process that seeks to identify
and eliminate the barriers that limit the learning and participation of all students,
especially those with special educational needs (SEN) or in vulnerable situations.
According to Watkins, D'Alessio & Kyriazopoulou (2009), it should not be limited
to the physical integration of students in regular classrooms, but rather implies a
transformation of pedagogical, curricular and organisational practices to address
diversity.
In the Latin American context, inclusive education faces specific challenges
derived from social, economic and cultural inequalities, in this order. Escalante-
Puma, Villafuerte-Álvarez & Escalante-Puma (2022) point out that, although legal
frameworks and educational policies that promote inclusion have been developed
in the region, their effective implementation is still limited due to factors such as
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Revista de educción y pedagogía
Vol. 3(1), 1-19, 2025
Competencias docentes en educación inclusiva en Latinoamérica
Teacher competencies in inclusive education in Latin America
Mirian Gabriela Borja-Ramos
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the lack of resources, insufficient teacher training and the persistence of
exclusionary attitudes. In countries such as Ecuador, Chile and Colombia,
inclusive education is in a transition stage, where regulatory advances have not
yet been fully translated into inclusive pedagogical practices (Hernández-Pico &
Samada-Grasst, 2021).
Teaching competences for inclusive education
Teaching competences are the set of knowledge, skills, attitudes and values that
teachers must develop in order to respond to the needs of all students in an
inclusive environment. These competences are organised into three fundamental
dimensions:
a) Pedagogical competences
These competences refer to the ability of teachers to design, implement and
evaluate teaching strategies that respond to the diversity of the classroom.
Therefore, Fernández-Batanero (2013) emphasises that teachers must be able
to adapt the curriculum content, use active methodologies and design accessible
materials to guarantee the participation of all students. Likewise, Delgado-Muñoz,
Mendoza-Catagua & Salcedo-Quijije (2024) indicate the importance of
differentiated planning and the use of approaches such as Universal Design for
Learning (UDL), which allows the needs of all students to be addressed from the
outset.
b) Emotional competences
Inclusive education requires teachers to develop emotional skills that enable
them to manage diversity in the classroom effectively. These competences
include empathy, patience and the ability to handle conflict. For his part,
Sebastián-Heredero (2017) points out that teachers must be aware of their own
prejudices and actively work to promote a climate of respect and acceptance in
the classroom. In consideration, emotional competencies are essential to build
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Revista de educción y pedagogía
Vol. 3(1), 1-19, 2025
Competencias docentes en educación inclusiva en Latinoamérica
Teacher competencies in inclusive education in Latin America
Mirian Gabriela Borja-Ramos
5
positive relationships with students and their families, which contributes to
strengthening the educational community.
c) Technological skills
The use of accessible technologies is a key resource for facilitating the learning
of students with disabilities, while Calderón-Delgado et al. (2024) emphasise that
tools such as screen readers, augmentative communication applications and
virtual learning environments can significantly improve the educational
experience of students with SEN. However, the lack of teacher training in the use
of these technologies and inequalities in access to technological resources
represent significant challenges in the region.
Challenges in teacher training
The initial and ongoing training of teachers is a determining factor for the
implementation of inclusive education. Likewise, Silva, Bento & Seixas (2024)
point out that, in many Latin American countries, teacher training programmes do
not comprehensively address the skills needed to teach students with SEN, and
this generates a gap between the demands of the inclusive classroom and the
preparation of teachers.
a) Initial Training
In initial training, education degree curricula tend to lack a systematic focus on
inclusion, and Laspina-Olmedo & Montero (2023) propose that teacher training
programmes include specific content on diversity, universal design for learning
and interdisciplinary collaboration strategies. It is essential that future teachers
have practical experiences in inclusive contexts, which will allow them to develop
specific skills to address diversity.
b) Continuing education
Continuing education is essential for updating teaching skills in line with advances
in research and educational technologies. For their part, Navarrete-Ramírez et
al. (2022) highlight the importance of training programmes that combine theory
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Vol. 3(1), 1-19, 2025
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and practice, allowing teachers to reflect on their experiences and improve their
pedagogical practices. Likewise, it is necessary for these programmes to include
a component of raising awareness of diversity, which fosters positive attitudes
towards inclusion.
Inclusive pedagogical practices
Inclusive pedagogical practices are those strategies and methodologies that
allow teachers to address diversity in the classroom effectively. These practices
include:
a) Universal Design for Learning (UDL): This approach seeks to design
materials and activities that are accessible to all students from the outset,
eliminating the need for subsequent adaptations (Sebastián-Heredero, 2017).
b) Cooperative learning: Promotes collaboration between students with different
abilities, fostering inclusion and mutual respect (Silva, Lopes & Quadros, 2024).
c) Reasonable adjustments: These consist of specific adaptations for students
with SEN, such as the use of materials in Braille, sign language interpreters or
the allocation of additional time in assessments (Escala, Arriagada & Gallardo,
2024). In the university environment, Herrera-Seda, Pérez-Salas & Echeita
(2016) emphasise that inclusive practices must go beyond curricular adaptations,
promoting a cultural change in educational institutions that fosters awareness and
commitment from the entire academic community.
Impact of technology on inclusive education
Technology has transformed the way inclusive education is approached, offering
tools that facilitate access to learning for students with disabilities. Therefore,
Calderón-Delgado et al. (2024) analyse how accessible technologies can
improve the educational experience of students, allowing for greater
personalisation and accessibility of content. However, unequal access to
technology in the region represents a significant challenge, especially in rural
areas and marginalised communities (Escalante-Puma et al., 2022).
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Therefore, teacher training, the use of accessible technologies and the promotion
of inclusive pedagogical practices are elements that constitute a more equitable
and fair education in the region, and it is important that educational and research
actors will be fundamental in overcoming these challenges and guaranteeing the
right to education for all.
METHOD
For the elaboration of this research article in reflection mode, a bibliographic
selection was made of 26 scientific articles related to the objective of the study.
These articles were selected from recognised databases such as Scopus,
Redalyc, SciELO, Web of Science.
The procedure began with the selection of articles published between 2009 and
2024 in indexed and open access journals, based on topics related to inclusive
education, teaching skills and educational policies in the Latin American context.
The inclusion criteria considered the relevance of the research, publication in
peer-reviewed journals and availability of the full text. On the other hand,
documents that were duplicates, of low methodological quality or that did not
directly address the topic under study were excluded.
Subsequently, a content analysis was carried out to identify patterns, concepts
and categories in the texts scrutinised, and then the data obtained was organised
in an analysis matrix that allowed the information to be classified into nine
documentary categories, which are presented in Table 1. These categories were
defined and described based on the grouping of references from which they were
fed with the frequent ideas presented in the text.
From the systematised information, an emerging theoretical analysis was
generated using the analytical-synthetic method, based on breaking down the
key elements of the documentary categories to examine them in detail and,
subsequently, integrate them into a comprehensive vision. In this way, it was
possible to articulate a theoretical contribution that not only describes the
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teaching competences for inclusive education, but also reflects on their
importance in the construction of equitable and transformative educational
environments.
RESULTS
Based on the documentary review of 26 scientific articles related to the subject
of study, nine documentary categories have been constructed as enriching the
state of the art in Latin America, which are presented in summary form in Table
1, with the purpose of systematising the relevant information, to be analytically
processed as a basis for the theoretical construction of a reflective corpus on the
importance of developing such competences in teachers with the intention of
promote an inclusive, equitable and fair education that truly integrates students,
teachers and the educational community in a transformative pedagogical action
of the participants.
Table 1. Documentary categories on teaching skills in inclusive education in Latin
America.
Category
Description
References
Teaching
Competencies
Skills and knowledge
required to implement
inclusive practices in
teaching.
Delgado-Muñoz et al. (2024), Fernández-Batanero (2013),
Founes-Méndez et al. (2023), Navarrete-Ramírez et al.
(2022), Nistal-Anta et al. (2024), Sebastián-Heredero (2017),
Laspina-Olmedo & Montero (2023), Fonseca-Montoya et al.
(2020).
Inclusive
Pedagogical
Practices
Strategies and
methodologies to address
diversity in the classroom.
Silva et al. (2024), Escala et al. (2024), Fonseca-Montoya et
al. (2020), Vera-Rivera et al. (2024), Martínez-Sarmiento
(2024), Escobar et al. (2020).
Accessibility and
Technology
Use of technological tools to
facilitate learning for students
with disabilities.
Calderón-Delgado et al. (2024), Escalante-Puma et al. (2022).
Legal Framework
and Educational
Policies
Analysis of regulations and
policies that promote
inclusive education.
Aldana-Zavala (2024), Hernández-Pico & Samada-Grasst
(2021), Clavijo-Castillo & Bautista-Cerro (2020).
Inclusive
Educational
Management
Role of management in
implementing inclusive
environments.
Flor-Montecé & González-Granda (2023), Laspina-Olmedo &
Montero (2023), Herrera-Seda et al. (2016).
Teachers'
Perceptions and
Attitudes
Teachers' opinions and
beliefs about educational
inclusion.
Martínez-Sarmiento (2024), Escobar et al. (2020), Herrera-
Seda et al. (2016), Fonseca-Montoya et al. (2020).
Teacher Training
Initial and continuous training
programs and curricula for
inclusive education.
Silva et al. (2024), Sebastián-Heredero (2017), Hernández-
Pico & Samada-Grasst (2021), Vera-Rivera et al. (2024), Silva
et al. (2024).
Inclusion in Higher
Education
Challenges and strategies to
promote inclusion in
universities.
Aguilar-Parra et al. (2024), Clavijo-Castillo & Bautista-Cerro
(2020), Escala et al. (2024), Navarrete-Ramírez et al. (2022),
Herrera-Seda et al. (2016).
Theories and
Reflections
Theoretical and critical
analysis of inclusive
education and its
implementation.
Watkins et al. (2009), Bermejo et al. (2009), Flor-Montecé &
González-Granda (2023), Laspina-Olmedo & Montero (2023),
Jaramillo-Neira et al. (2024).
Source: Prepared by the author.
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The analysis of the documentary categories related to teaching skills in inclusive
education in Latin America allows us to study the articulating elements in the
construction of equitable and accessible educational environments, which are
therefore described below:
Teaching skills
The development of teaching skills is a central axis in inclusive education, as it
allows educators to design and implement pedagogical strategies that address
the diversity of the student body. According to Delgado-Muñoz et al. (2024) and
Fernández-Batanero (2013), these skills should integrate technical dimensions,
such as the design of curricular adaptations, as well as ethical dimensions, with
an emphasis on valuing diversity as a pedagogical resource. However, Nistal-
Anta et al. (2024) and Sebastián-Heredero (2017) warn that teacher training
programmes in the region tend to be insufficient in preparing for inclusion, which
generates a gap between the demands of the education system and the real
capacities of teachers.
Inclusive pedagogical practices
Inclusive pedagogical practices are fundamental to guarantee the active
participation of all students in the learning process. Therefore, Silva et al. (2024)
and Escala et al. (2024) highlight the importance of methodologies such as
collaborative learning, differentiated teaching and the use of adapted materials.
These practices not only respond to the individual needs of students, but also
foster a culture of respect and equity in the classroom. However, Fonseca-
Montoya et al. (2020) and Vera-Rivera et al. (2024) identify significant barriers,
such as lack of resources, teacher workload and resistance to change in some
institutions.
Accessibility and technology
Digital accessibility and the use of inclusive technologies represent a key
resource for inclusive education, especially for students with disabilities. In this
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sense, Calderón-Delgado et al. (2024) and Escalante-Puma et al. (2022)
highlight that technological tools, such as screen readers, augmentative
communication applications and adapted digital resources, can facilitate access
to learning and improve the autonomy of students. However, the digital divide in
Latin America remains a structural challenge, especially in rural or low-income
contexts. This raises the need for public policies that promote digital equity, not
only through the provision of technology, but also through teacher training in the
pedagogical use of these tools, ensuring that their implementation is effective and
sustainable.
Legal framework and education policies
The regulatory framework and education policies are fundamental to guarantee
the right to inclusive education. In this category, Aldana-Zavala (2024) and
Hernández-Pico & Samada-Grasst (2021) highlight that, although many countries
in the region have adopted regulations that promote inclusion, their effective
implementation faces significant challenges. These include a lack of resources,
the absence of monitoring mechanisms and resistance from some educational
stakeholders. This is in addition to the views of Clavijo-Castillo & Bautista-Cerro
(2020), who point out that, in some cases, inclusive policies are not aligned with
local realities, which hinders their implementation.
Inclusive educational management
Inclusive educational management is an essential component for the creation of
school environments that favour the participation of all students, in consideration
Flor-Montecé & González-Granda (2023) and Laspina-Olmedo & Montero (2023)
emphasise that school managers must lead institutional transformation
processes that promote inclusion, such as the adaptation of infrastructures, the
implementation of awareness programmes and the promotion of inclusive
pedagogical practices logical practices. However, Herrera-Seda et al. (2016)
warn that many educational leaders lack specific training in this area, which limits
their ability to implement significant changes.
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Teachers' perceptions and attitudes
Teachers' perceptions and attitudes towards educational inclusion are decisive
for its success. In this case, Martínez-Sarmiento (2024) and Escobar et al. (2020)
highlight that, although some teachers have positive attitudes towards inclusion,
others show resistance due to a lack of preparation, ignorance or prejudice
towards students with special educational needs. Likewise, Fonseca-Montoya et
al. (2020) emphasise that these attitudes can be transformed through awareness-
raising and training programmes that not only provide technical knowledge but
also promote a change in teachers' beliefs and values.
Teacher training
Teacher training is a cross-cutting issue in inclusive education. In view of this,
Silva et al. (2024) and Sebastián-Heredero (2017) emphasise that initial and
continuing training programmes should include specific content on educational
inclusion, such as the design of curricular adaptations, the use of accessible
technologies and attention to diversity. However, Hernández-Pico & Samada-
Grasst (2021) point out that, in many cases, these programmes do not sufficiently
address the needs of students with disabilities.
Inclusion in higher education
Inclusion in higher education faces specific challenges, such as the lack of
adequate support for students with disabilities and institutional resistance to
change. Therefore, Aguilar-Parra et al. (2024) and Clavijo-Castillo & Bautista-
Cerro (2020) comment that universities must implement reasonable adjustments,
such as adapting materials and providing support services, and train their
teachers in inclusive practices. Likewise, Escala et al. (2024) point out that,
although there has been progress in this area, much remains to be done to
guarantee equity in access and permanence for students with disabilities in
higher education.
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Theories and reflections
Theoretical and critical studies on inclusive education by (Watkins et al., 2009;
Bermejo et al., 2009) consider it necessary to manage cooperative work that
combines pedagogical, legal and social aspects. In view of this, Flor-Montecé &
González-Granda (2023) and Jaramillo-Neira et al. (2024) add that inclusive
education not only involves transforming educational practices, but also
addressing the structural and cultural barriers that perpetuate exclusion.
Teaching competences for inclusive education
Inclusive education is presented as a transformative paradigm that seeks to
guarantee the right to a quality education for all students, regardless of their
individual characteristics, abilities or sociocultural contexts. This approach is not
limited to the integration of students with special educational needs, but promotes
the construction of educational environments that value diversity as a
pedagogical and social resource. In this context, teaching skills become a
fundamental articulating axis, as educators are the main agents of change in the
teaching-learning processes. However, the development of these competences
cannot be understood in isolation, but rather as part of a multidimensional
process that brings together technical, ethical and structural aspects, framed
within an educational context that demands profound transformations.
The technical-pedagogical dimension: Competencies to address diversity
From a technical-pedagogical perspective, teaching competencies for inclusive
education imply the ability to design and implement strategies that respond to
student diversity. This includes the design of curricular adaptations, the
implementation of differentiated methodologies and the use of accessible
technologies that facilitate learning for all students, especially those with
disabilities or specific educational needs.
The design of curricular adaptations should not be understood as a simple
modification of content, but as a reflective process that seeks to guarantee that
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each student can access learning based on their own abilities and potential. This
requires teachers to be able to identify barriers to learning and participation and
to propose strategies to overcome them. Likewise, the use of methodologies such
as collaborative learning or differentiated instruction not only responds to
individual needs, but also fosters a culture of respect, equity and cooperation in
the classroom.
In this sense, the use of accessible technologies becomes a key resource for
inclusion, as well as tools such as screen readers, augmentative communication
applications and adapted digital resources can facilitate access to learning and
improve the autonomy of students. However, the implementation of these tools
requires that teachers not only be technically trained, but also understand how to
integrate them pedagogically into their daily practices. This challenge is
aggravated by the digital divide that persists in many contexts in Latin America,
especially in rural or low-income areas, which highlights the need for public
policies that promote digital equity and teacher training in this area.
The ethical dimension and inclusion as a transformative principle
Inclusive education not only requires technical skills, but also a profound change
in the attitudes and values of educators. In this sense, the ethical and attitudinal
dimension of teaching competences is fundamental, since inclusion cannot be
seen only as a normative obligation, but as an ethical commitment to equity and
social justice.
Teachers must see diversity as a pedagogical resource and not as a barrier,
recognising that each student brings a unique perspective that enriches the
educational process. This implies overcoming prejudices and stereotypes that, in
many cases, are deeply rooted in traditional educational practices, the tendency
to homogenise the student body or to prioritise academic results over the integral
development of students can perpetuate dynamics of exclusion.
Perceptions and attitudes towards inclusion vary significantly among teachers,
while some show a positive predisposition, others present resistance derived
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from prejudice, ignorance or lack of preparation. This resistance not only limits
the implementation of inclusive practices, but also affects the educational
experience of students. For this reason, it is essential that teacher training
programmes include components of awareness-raising and critical reflection that
promote a change in the beliefs and values of educators. This process of raising
awareness must go beyond the transmission of technical knowledge, fostering a
professional ethic oriented towards equity and social justice.
The structural and contextual dimension: Transformation of educational
policies and management
Educational inclusion cannot be the sole responsibility of teachers; it requires
systemic change in educational policies, institutional management and contextual
conditions. Although many countries in the region have adopted regulations that
promote inclusive education, its effective implementation faces significant
challenges. These include a lack of financial and human resources, a disconnect
between policies and local realities, and the absence of evaluative management
mechanisms.
In this context, inclusive education management plays a key role in the creation
of school environments that favour the participation of all students. Educational
leaders have the responsibility to lead processes of institutional transformation
that include the adaptation of infrastructures, the promotion of inclusive
pedagogical practices and the implementation of awareness programmes aimed
at the entire educational community. However, many managers lack specific
training in this area, which limits their ability to drive meaningful change. This
highlights the need to strengthen the training and support of educational leaders,
promoting transformative leadership that fosters inclusion as a cross-cutting
theme in educational institutions.
Consequently, educational inclusion must consider the particularities of each
context, such as socioeconomic inequalities, the digital divide and cultural
barriers. This requires a contextualised approach that allows inclusive strategies
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to be adapted to local realities, ensuring that educational policies and practices
are relevant and sustainable.
Towards a comprehensive theory of teacher competences for inclusion
Based on these reflections, an emerging theory of teacher competences for
inclusive education can be proposed that articulates the technical, ethical and
structural dimensions as key elements to guarantee the right to equitable and
quality education, which recognises that:
a) The technical-pedagogical dimension provides the tools necessary to address
diversity in the classroom, but these must be accompanied by continuous training
that allows teachers to update their knowledge and skills.
b) The ethical and attitudinal dimension is fundamental to ensure that teachers
assume inclusion as a transformative principle, overcoming prejudices and
resistance through critical reflection and ethical commitment.
c) The structural and contextual dimension emphasises that inclusion cannot be
the sole responsibility of teachers, but requires a systemic change in educational
policies, institutional management and contextual conditions.
In this sense, the development of teaching competencies for inclusive education
should be understood as a dynamic and multidimensional process that requires
the coordination of efforts at all levels of the education system.
CONCLUSION
Nine categories were identified that enrich the study of teaching competencies in
inclusive education in Latin America: i) teaching competencies, ii) inclusive
pedagogical practices, iii) accessibility and technology, iv) legal framework and
educational policies, v) inclusive educational management, vi) teacher
perceptions and attitudes, vii) teacher training, viii) inclusion in higher education,
ix) theories and reflections. These nine categories show that the development of
teaching skills for inclusive education must be a comprehensive and
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multidimensional process that combines technical, ethical and structural aspects,
promoting a transformative, equitable and fair education in the region.
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with people or institutions linked to the research.
ACKNOWLEDGEMENTS
To the students and their rights to an inclusive and quality education for
meaningful learning.
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