Inclusion and Diversity in the Classroom: Strategies for Supporting Students with Special Educational Needs: A Literature Review

Abstract

This literature review examines and analyzes the pedagogical strategies used by teachers to address the diversity of Special Educational Needs (SEN) in the classroom, with the aim of promoting educational inclusion. This review explores the following question: What teaching strategies do primary school teachers use to address Special Educational Needs in a diverse and inclusive environment? Through a detailed review of 51 academic articles published between 2013 and 2024, various databases such as Dialnet, Google Scholar, Scielo, and Redalyc were used, applying rigorous inclusion and exclusion criteria, from which 41 articles were selected for this literature review. This process enabled the development of an analytical matrix that identified various methodologies, strategies, and practices that have shown a positive impact on the learning of students with special educational needs. The analysis highlights the importance of recognizing classroom diversity and actively including all students by ensuring access to appropriate resources and methodologies. It also emphasizes the relevance of educational policies and regulations in relation to curriculum design, as well as the ongoing professional development of teachers. The findings indicate that the implementation of active methodologies and collaborative work has a positive impact on the teaching-learning processes of students with Special Educational Needs, creating environments equipped with the necessary tools to benefit all students equitably. Finally, the review concludes that it is crucial to make appropriate adjustments for inclusive assessment.