Inclusive education policies and practices in Latin America: a systematic review
DOI:
https://doi.org/10.61347/rien.v1i2.61Keywords:
Diversity, educational inclusion, equity, educational policies, national programsAbstract
Inclusive education seeks to integrate students into the common school environment, respecting and valuing their differences and guaranteeing equal opportunities, regardless of abilities, origin or personal characteristics. Although educational inclusion is globally recognized as a fundamental right, its implementation in Latin America varies considerably due to socioeconomic and cultural factors. The present research aims to conduct a systematic review to consolidate existing information on current policies and practices, identify gaps and challenges, and learn about inclusive practices developed in local contexts. The PRISMA methodology was used, through which 38 primary studies were selected from the SCOPUS database. The results show that educational inclusion has gained global relevance with the aim of ensuring universal access to education. UNESCO and other international organizations have promoted changes in educational policies and systems to improve equity and social justice. In Latin America, the challenges vary by demographic, socio-cultural and political factors, and the implementation of inclusive policies has been uneven. While countries such as Argentina and Brazil show significant progress in laws and programs, others such as Nicaragua and Paraguay face greater difficulties. Despite efforts in teacher training and curriculum adaptation, there are still structural and cultural barriers that hinder effective inclusive education in the region.
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