Abstract

MONTOYA, Anghela Magaly Rojas; ROJAS, Sandra  and  BURGOS, Carlos. Special education needs and teaching practice. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.32, pp.484-496.  Epub Jan 10, 2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i32.739.

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.

Keywords : Teaching practice; Educational needs; Inclusive education; Special needs.

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