Teaching competences for inclusive education [Competencias docentes para una educación inclusiva]
DOI:
https://doi.org/10.62574/rmpi.v4i3.180Keywords:
inclusive education, special needs education, educational policyAbstract
The research aims to analyse teaching competences for inclusive education. The study employed a systematic review design, the review population included 25 scientific articles selected from the reviewed literature. In this review, nine key categories of teaching competences have been identified and analysed: Assistive Technologies, Teacher Education and Development, Teacher Perceptions and Attitudes, Inclusive Methodologies, Impact of COVID-19, Universal Design for Learning, Inclusive Physical Education, Personal Competences and Legislative Framework and Educational Policies. Each of these categories contributes an essential piece to the complex puzzle of inclusive education, and their coordinated integration is critical to the success of these initiatives. By holistically addressing these categories, significant progress can be made towards creating a truly inclusive and equitable education system.
Downloads
References
Al-Dababneh, K. A., & Al-Zboon, E. K. (2022). Using assistive technologies in the curriculum of children with specific learning disabilities served in inclusion settings: teachers' beliefs and professionalism. Disability and rehabilitation. Assistive technology, 17(1), 23–33. https://doi.org/10.1080/17483107.2020.1752824
Almalky, H. A., & Alwahbi, A. A. (2023). Teachers' perceptions of their experience with inclusive education practices in Saudi Arabia. Research in developmental disabilities, 140, 104584. https://doi.org/10.1016/j.ridd.2023.104584
Balongo-González, Elena, & Mérida-Serrano, Rosario. (2017). Proyectos de trabajo: una metodología inclusiva en Educación Infantil [Work Projects: An Inclusive Methodology in Pre-School Education]. Revista electrónica de investigación educativa, 19(2), 125-142. https://doi.org/10.24320/redie.2017.19.2.1091
Bastian, A., Liza, L. O., & Efastri, S. M. (2023). Revolutionizing education: how digital literacy is transforming inclusive classrooms in post-COVID 19. Journal of public health (Oxford, England), 45(3), e609–e610. https://doi.org/10.1093/pubmed/fdad058
Calleja-Vázquez, J. N. (2023). Desarrollo de competencias docentes para la educación inclusiva a través de las Tecnologías de Información y de Comunicación [Development of teaching competencies for inclusive education through Information and Communication Technologies]. Revista Ciencia & Sociedad, 3(1), 77–84.
Carrión-Macas, M. M. E., Valarezo-Castro, M. J. W., & Peñaloza-Peñaloza, M. W. L. (2017). Competencias docentes para atender a estudiantes con necesidades educativas especiales [Teaching competencies to serve students with special educational needs]. Revista Conrado, 13(59), 160–166.
Chwastek, S., Leyendecker, B., Heithausen, A., Ballero Reque, C., & Busch, J. (2021). Pre-school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children. Frontiers in psychiatry, 11, 574412. https://doi.org/10.3389/fpsyt.2020.574412
Daems, J., Delien, T., Bonroy, B., Pitteljon, H., Aristidou, X., Efstathiadou, M., Mavrou, K., Gherardini, A., Valoti, I., Blagojevska, G., Lazarev, K., & Todorovska, D. (2023). The Design and Implementation of Technology-Based Inclusive Classroom Activities in Inclusive Early Childhood Education and Care: A Pilot Study in Four European Countries. Studies in health technology and informatics, 306, 535–542. https://doi.org/10.3233/SHTI230674
Dewsbury, B., & Brame, C. J. (2019). Inclusive Teaching. CBE life sciences education, 18(2), fe2. https://doi.org/10.1187/cbe.19-01-0021
Fernández-Batanero, José María. (2013). Competencias docentes y educación inclusiva [Teaching Competences and Inclusive Education]. Revista electrónica de investigación educativa, 15(2), 82-99.
Figueredo-Canosa, Victoria, & Lozano-Díaz, Antonia. (2022). Educación Inclusiva y COVID-19: análisis del marco legislativo español [Inclusive Education and COVID-19: An Analysis of the Spanish Legislative Framework]. Revista electrónica de investigación educativa, 24, e13. https://doi.org/10.24320/redie.2022.24.e13.4520
Founes-Méndez, Nancy Fabiola, Esteves-Fajardo, Zila Isabel, & Tamariz-Nunjar, Hidelgardo Uclides. (2023). Competencias docentes en la educación inclusiva [Teaching competencies in inclusive education]. Revista Arbitrada Interdisciplinaria Koinonía, 8(Supl. 1), 71-86. https://doi.org/10.35381/r.k.v8i1.2608
García-González, Carolina, Herrera-Seda, Constanza, & Vanegas-Ortega, Carlos. (2018). Competencias Docentes para una Pedagogía Inclusiva. Consideraciones a partir de la Experiencia con Formadores de Profesores Chilenos [Teacher Competences to Inclusive Pedagogy. Considerations from Chilean Teacher Educators’ Experiences]. Revista latinoamericana de educación inclusiva, 12(2), 149-167. https://dx.doi.org/10.4067/S0718-73782018000200149
Laspina-Olmedo, Tania, & Montero, Delfín. (2023). Competencia inclusiva en la práctica docente: análisis bibliográfico y propuesta de categorización [Inclusive competence in teaching practice: bibliographic analysis and categorization proposal]. ALTERIDAD. Revista de Educación, 18(2), 177-186. https://doi.org/10.17163/alt.v18n2.2023.02
Liang, X., Li, M., Wu, Y., Wu, X., Hou, X., & Sit, C. H. (2022). A socio-ecological approach to inclusive physical education in China: A systematic review. Frontiers in public health, 10, 902791. https://doi.org/10.3389/fpubh.2022.902791
Lowrey, K. A., Hollingshead, A., & Howery, K. (2017). A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability. Intellectual and developmental disabilities, 55(1), 15–24. https://doi.org/10.1352/1934-9556-55.1.15
McKenzie, J. A., & Dalton, E. M. (2020). Universal design for learning in inclusive education policy in South Africa. African journal of disability, 9, 776. https://doi.org/10.4102/ajod.v9i0.776
Moliner-García, Odet, Yazzo Zambrano, María Angélica, Niclot, Daniel, & Philippot, Thierry. (2019). Universidad inclusiva: percepciones de los responsables de los servicios de apoyo a las personas con discapacidad [Inclusive University: Perceptions of Disability Support Services]. Revista electrónica de investigación educativa, 21, e20. https://doi.org/10.24320/redie.2019.21.e20.1972
Navarrete-Ramírez, R., Esteves-Fajardo, Z., Briones-Guerrero, E., & Balladares-Torres, J. (2022). Competencias docentes para la inclusión educativa universitaria [Teaching competencies for educational inclusion in universities]. CIENCIAMATRIA, 8(3), 2315-2330. https://doi.org/10.35381/cm.v8i3.977
Orndorf, H. C., Waterman, M., Lange, D., Kavin, D., Johnston, S. C., & Jenkins, K. P. (2022). Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices. CBE life sciences education, 21(2), ar28. https://doi.org/10.1187/cbe.21-09-0239
Pagliara, S. M., Sanchez Utge, M., Bonavolontà, G., & Mura, A. (2023). Analysing Italian Inclusive Education Practices in Relation to Universal Design for Learning Principles. Studies in health technology and informatics, 306, 511–516. https://doi.org/10.3233/SHTI230670
Pegalajar-Palomino, M. D., & Colmenero-Ruiz, M. D. (2017). Actitudes y formación docente hacia la inclusión en Educación Secundaria Obligatoria [Attitudes and teacher training towards inclusion in Compulsory Secondary Education]. REDIE. Revista Electrónica de Investigación Educativa, 19(1), 84-97.
Quispe, Korintia León, Alvarez, Carlos Alberto Villafuerte, Chuquipa, Edgar Ney Llanos, Mora, Vilma Abarca, & Chiroque, Julio Edgar Zapata. (2023). Perspectivas de los docentes sobre la educación inclusiva [Teachers' perspectives on inclusive education]. Horizontes Revista de Investigación en Ciencias de la Educación, 7(27), 49-61. https://doi.org/10.33996/revistahorizontes.v7i27.496
Sebastián-Heredero, E. (2017). Competencias personales docentes para la educación inclusiva. una reflexión sobre lo que está ocurriendo en España [Personal teaching competencies for inclusive education. a reflection on what is happening in Spain]. Revista Educação Especial, 30(59), 563–574. https://doi.org/10.5902/1984686X27995
Thapliyal, M., & Ahuja, N. J. (2023). Underpinning implications of instructional strategies on assistive technology for learning disability: a meta-synthesis review. Disability and rehabilitation. Assistive technology, 18(4), 423–431. https://doi.org/10.1080/17483107.2020.1864669
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Copyright: 2024 By the authors. This article is open access and distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license. https://creativecommons.org/licenses/by-n
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : This license allows reusers to distribute, remix, adapt and build upon the material in any medium or format for non-commercial purposes only, and only if attribution is given to the creator. If you remix, adapt or build upon the material, you must license the modified material under identical terms.
OAI-PMH URL: https://rperspectivasinvestigativas.org/index.php/multidiscipinaria/oai
