Barriers to the implementation of inclusive education. A review of WOS literature
One of the most complex tasks for teachers is overcoming the enormous challenge of teaching in inclusive classrooms. These classrooms include students who differ in multiple and varied dimensions, requiring the teacher to offer each one the resources and educational strategies required to fully deve...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad a Distancia de Madrid (UDIMA) |
| Repositorio: | udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid |
| OAI Identifier: | oai:udimundus.udima.es:20.500.12226/1291 |
| Acceso en línea: | http://hdl.handle.net/20.500.12226/1291 https://doi.org/10.7459/ct/37.1.03 |
| Access Level: | acceso abierto |
| Palabra clave: | educational needs equal opportunity inclusive education individual differences |
| Sumario: | One of the most complex tasks for teachers is overcoming the enormous challenge of teaching in inclusive classrooms. These classrooms include students who differ in multiple and varied dimensions, requiring the teacher to offer each one the resources and educational strategies required to fully develop their individual potential. There are still many barriers that hinder this process. This article examines the scientific literature of the Web of Science (WoS) amd analyses the obstacles and impediments that persist when developing an inclusive education in the compulsory stages of school. The aim is to understand the situation in which we find ourselves, and to look for new lines of that which can contribute to the advance towards a holistic and personalised educational model. |
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