Key points are not available for this paper at this time.
This article addresses the educational inclusion of students with special needs, a key issue in the human rights agenda and current educational policies. Through a literature review, the study examines the main barriers and opportunities for the implementation of inclusive practices, with special emphasis on the Latin American context. The objective is to identify the factors that limit and promote inclusion, particularly in terms of financing, infrastructure, teacher training and institutional coordination. The methodology employed consisted of the selection of empirical studies, theoretical reviews and key documents from international organizations to provide a critical analysis of the current situation of educational inclusion. Among the results, problems related to lack of resources, insufficient teacher training and limited adapted infrastructure are highlighted. The discussion focuses on how these barriers impact both academic performance and the socioemotional well-being of students, and suggests that inclusion is not only a right, but benefits the entire educational community. In conclusion, it highlights the importance of adjusting local policies and promoting research and the use of innovative technologies to ensure a truly inclusive education.
Ramírez-Solórzano et al. (Mon,) studied this question.