Estrategias de enseñanza inclusiva en aulas diversas: una revisión sistemática comparativa

Fanny Katherine Winso Arias; Marcia Fernanda Estacio Dávila; Tania Lorena Izquierdo Sánchez; Erika Elizabeth Zurita Medrano; Lady Gabriela Apolo Criollo

doi:10.63803/prisma.v2n2.28

Authors

Fanny Katherine Winso Arias Unidad Educativa Fiscomisional Monseñor Oscar Arnulfo Romero Author
Marcia Fernanda Estacio Dávila Unidad Educativa Ciudad Ibarra Author
Tania Lorena Izquierdo Sánchez Unidad Educativa Ciudad Ibarra Author
Erika Elizabeth Zurita Medrano Unidad Educativa Ciudad Ibarra Author
Lady Gabriela Apolo Criollo Unidad Educativa Ciudad Ibarra Author

DOI:

https://doi.org/10.63803/prisma.v2n2.28

Keywords:

Inclusive education, Universal Design for Learning, Differentiated instruction, Cooperative learning, Diverse classrooms

Abstract

Inclusive education has become a fundamental pillar in the transformation of contemporary educational systems in response to the increasing diversity present in classrooms. In this context, the present study aims to analyze and compare the main inclusive teaching strategies through a systematic review of recent literature.

Based on the analysis of empirical and theoretical studies, Universal Design for Learning (UDL), differentiated instruction, and cooperative learning are identified as the predominant approaches. The findings indicate that UDL provides a highly adaptable structural framework for heterogeneous educational contexts, while differentiated instruction demonstrates a significant impact on personalized learning and individual academic performance. Meanwhile, cooperative learning promotes social interaction and the development of socio-emotional competencies within inclusive environments.

Furthermore, the integration of technological resources enhances accessibility, active participation, and student engagement. From a comparative perspective, the results suggest that the combined implementation of multiple inclusive strategies generates more sustainable and effective outcomes than their isolated application.

It is concluded that inclusive education requires a comprehensive pedagogical approach that integrates curricular flexibility, instructional innovation, and continuous teacher training in order to ensure equitable and high-quality teaching and learning processes in diverse contexts.

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