Systematic review of the experiences and perspectives of inclusive education in Latin America

Abstract

In this case, the deployment of policies, the availability of resources and the commitment of the actors in the educational process can be determinant in achieving inclusion, so it was necessary to carry out a comparative analysis to identify the similarities and differences within the framework of this approach. From this perspective, this article was carried out with the aim of learning about the experiences and perspectives of actors (teachers, students, families of children with disabilities) with respect to inclusive education in different Latin American countries. For this purpose, an exploratory and descriptive research methodology was applied under a documentary modality, through which documents were searched in repositories and indexed journals related to the topic analysed, which were subsequently synthesised and discussed in order to establish the relevant conclusions. Inclusion and exclusion criteria were applied for the selection of sources, so that a total of 8 publications were reviewed. The results showed that there is a perception that the measures implemented to promote inclusive education have not been sufficient to eliminate the multiple barriers that still exist, it is also recognised that in many cases there are no clear policies, the resources available to teachers are often insufficient and training and support is required for educators to be able to respond satisfactorily to the needs of children with disabilities.