Abstract

JACINTO LEIVA, Yomayra  and  NAPA VALENCIA, Loida Luz. PERCEPTIONS, EXPERIENCES, AND TEACHING STRATEGIES ON INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE SCIENTIFIC LITERATURE. Aula Virtual [online]. 2025, vol.6, n.13, e518.  Epub Sep 19, 2025. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.16965105.

This article aimed to analyze the scientific literature published between 2020 and 2025 on inclusive education in elementary schools, in order to identify the methodological characteristics of the studies, teacher experiences, and proposed strategies for their implementation. A systematic review methodology was used and 15 articles obtained from the Scopus and SciELO databases were analyzed. The findings revealed that most studies employed qualitative approaches, which allowed for a deep understanding of teachers' experiences, although it limited the generalization of the results. Positive experiences included improved classroom climate, mutual learning, and the strengthening of educational communities. Negative experiences included a lack of training, scarce resources, and challenges adapting teaching. Regarding strategies, teachers proposed differentiated teaching, collaborative work, and flexible assessment. It was concluded that effective inclusion requires ongoing training, adequate institutional conditions, and the commitment of the entire educational community.

Keywords : Strategies; experiences; teachers; inclusive education.

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