<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822026000100177</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v9i17.4910</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones y actitudes docentes hacia la inclusión de estudiantes con necesidades educativas especiales: revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; perceptions and attitudes toward the inclusion of students with special educational needs: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jáquez-Polanco]]></surname>
<given-names><![CDATA[José Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ricardo-Jiménez]]></surname>
<given-names><![CDATA[Luly Stephanie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garzón-López]]></surname>
<given-names><![CDATA[Luis Alvin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andujar-Avilés]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica del Cibao Oriental  ]]></institution>
<addr-line><![CDATA[San Francisco de Macorís Duarte]]></addr-line>
<country>República Dominicana</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Corporación Universitaria Remington  ]]></institution>
<addr-line><![CDATA[Montería Córdoba]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[Chilpancingo Guerrero]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Santo Domingo  ]]></institution>
<addr-line><![CDATA[Santo Domingo Santo Domingo]]></addr-line>
<country>Dominican Republic</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>9</volume>
<numero>17</numero>
<fpage>177</fpage>
<lpage>199</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822026000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822026000100177&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822026000100177&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La investigación tuvo como objetivo analizar las percepciones y actitudes docentes hacia la inclusión de estudiantes con necesidades educativas especiales, mediante la identificando de tendencias, barreras y oportunidades existentes que fortalezcan las prácticas inclusivas. Se realizó una revisión sistemática de la literatura publicada entre 2020 y 2026 en bases de datos internacionales y regionales, utilizando el protocolo PRISMA. Finalmente se incluyeron 36 estudios en el trabajo, evaluados en cuanto a metodología, contexto y hallazgos principales, los cuales reflejan una amplia diversidad metodológica y geográfica. Los resultados fueron organizados en cinco ejes de análisis: características generales de los estudios, enfoques sobre la inclusión educativa, actitudes y percepciones docentes, estrategias pedagógicas y adaptaciones curriculares, y formación docente y competencias profesionales. Se concluye que la capacitación continua, el acompañamiento pedagógico y políticas educativas coherentes son elementos clave para favorecer la inclusión efectiva y sostenible en los entornos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The research aimed to analyze teachers&#8217; 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&#8217; 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión educativa]]></kwd>
<kwd lng="es"><![CDATA[necesidades educativas especiales]]></kwd>
<kwd lng="es"><![CDATA[actitudes docentes]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[prácticas pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[special educational needs]]></kwd>
<kwd lng="en"><![CDATA[teachers&#8217; attitudes]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practices.]]></kwd>
</kwd-group>
</article-meta>
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