Educación inclusiva para personas con discapacidad intelectual: una mirada a los enfoques y desafíos actuales

• Lukáš Stárek Czech University of Life Sciences Prague. Czech Republic. https://orcid.org/0000-0002-6068-215X

DOI: https://doi.org/10.5281/zenodo.17642297

Palabras clave: educación inclusiva, discapacidad intelectual, estrategias pedagógicas, educación especial, legislación

Resumen

Este artículo se centra en un análisis comparativo de la educación inclusiva para personas con discapacidad intelectual en diferentes sistemas educativos. El objetivo del estudio es identificar los principales enfoques de inclusión, evaluar su eficacia y comparar los factores clave que influyen en la implementación de estrategias inclusivas. El estudio utiliza un enfoque cualitativo basado en la síntesis de fuentes expertas existentes. Se realizó un análisis de contenido comparativo de los cuatro estudios seleccionados, complementado con una búsqueda bibliográfica más amplia, lo que permitió identificar las características comunes y distintivas de los enfoques inclusivos. El análisis se basó en la codificación temática de categorías clave como marcos legislativos, estrategias pedagógicas y apoyo al alumnado con dificultades de aprendizaje. Los resultados muestran que la educación inclusiva para personas con discapacidad intelectual se ve influenciada no solo por la normativa legislativa, sino también por la disponibilidad de apoyo educativo especial, el enfoque del profesorado y el grado de cooperación entre centros educativos y familias. Los modelos eficaces de inclusión priorizan el apoyo individualizado, la formación sistemática del profesorado y la cooperación interdisciplinar. Dado el rápido desarrollo de los métodos pedagógicos y las herramientas tecnológicas, cabe suponer que la educación inclusiva seguirá cambiando y requerirá una adaptación e innovación constantes. El estudio contribuye a una comprensión más profunda de los factores que influyen en la educación inclusiva y ofrece recomendaciones para la práctica pedagógica, incluyendo la introducción de formas de apoyo más flexibles y una mejor formación docente. Los hallazgos pueden servir de base para futuras investigaciones sobre la eficacia de las estrategias inclusivas en diferentes contextos educativos.

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