Action mechanisms to promote inclusive education in the context of Latin America

Abstract

Inclusive education is an approach with which we have sought to address a problem that has affected people with disabilities for several decades, considering that an exclusive and discriminatory model had been established that limited their access and participation in various social settings. Although progress has been made over the years to establish more inclusive societies, it is still possible to identify barriers that must be eliminated. Therefore, this article aims to analyze the action mechanisms that have been implemented to the promotion of inclusive education in the context of Latin America. The research was carried out by applying a methodology focused on the systematic review of information, considering that it sought to study from the episteme the situation of different countries in the region, to identify and contrast the main policies, strategies and mechanisms of action aimed at promoting inclusion in classrooms of different levels of training. The PRISMA methodology was applied to search for the reference studies of greatest relevance and relevance to the topic analyzed, as well as inclusion and exclusion criteria that allowed a total of ten documents to be selected. The theoretical contributions found reflected that in the majority of countries in the region, policies have been enacted to promote and guarantee inclusion, as well as seeking to provide educational institutions with the resources, tools and trained human capital to meet the needs of students with disabilities.