Teachers’ perceptions and attitudes toward the inclusion of students with special educational needs: a systematic review
DOI:
https://doi.org/10.35381/e.k.v9i17.4910Keywords:
Educational inclusion, special educational needs, teachers’ attitudes, inclusive education, pedagogical practices, (UNESCO Thesaurus).Abstract
The research aimed to analyze teachers’ perceptions and attitudes toward the inclusion of students with special educational needs, identifying trends, barriers, and opportunities that strengthen inclusive practices. A systematic review of the literature published between 2020 and 2026 was conducted in international and regional databases, using the PRISMA protocol. In total, 36 studies were included, evaluated in terms of methodology, context, and main findings, reflecting broad methodological and geographical diversity. The results were organized into five axes of analysis: general characteristics of the studies, approaches to inclusive education, teachers’ attitudes and perceptions, pedagogical strategies and curricular adaptations, and teacher training and professional competencies. It is concluded that continuous training, pedagogical support, and coherent educational policies are key elements to promote effective and sustainable inclusion in school settings.
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