| _version_ | 1866901248796524544 |
|---|---|
| author | Nelson Pérez Villarroel Jessenia María Tite López |
| author_facet | Nelson Pérez Villarroel Jessenia María Tite López |
| contents | <p><strong><span lang="EN-US">Abstract</span></strong></p> <p><span lang="EN-US">This study examines the educational barriers that hinder equity and inclusion in basic education units, considering structural, pedagogical, sociocultural, and attitudinal factors. The main objective is to identify these barriers and analyze their impact on the participation and learning of students in vulnerable situations. A qualitative approach is used with a case study design, through semi-structured interviews, observations, and document analysis. The findings reveal the persistence of obstacles such as rigid curricula, insufficient teacher training in inclusive education, lack of specialized resources, and the presence of exclusionary practices within the classroom (Rodríguez, Peña & Del Rey Gil, 2020). Sociocultural barriers also emerge, especially in contexts with migrant or Indigenous diversity, where cultural differences are not always integrated into school practices (Nakamura, 2024), (Zuany, 2017). The study concludes that promoting equity requires eliminating these barriers through ongoing teacher training, pedagogical adjustments, school-family-community collaboration, and an institutional culture oriented toward educational justice (Cedeño et al., 2017), (Valenzuela et al., 2015).</span></p> <p><strong><span lang="EN-US">Keywords</span></strong><span lang="EN-US">: Barriers, educational equity, inclusion</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_19018585 |
| institution | Zenodo |
| language | eng |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Towards Inclusive Education: Overcoming Barriers in Basic Education Nelson Pérez Villarroel Jessenia María Tite López Barriers educational equity inclusion <p><strong><span lang="EN-US">Abstract</span></strong></p> <p><span lang="EN-US">This study examines the educational barriers that hinder equity and inclusion in basic education units, considering structural, pedagogical, sociocultural, and attitudinal factors. The main objective is to identify these barriers and analyze their impact on the participation and learning of students in vulnerable situations. A qualitative approach is used with a case study design, through semi-structured interviews, observations, and document analysis. The findings reveal the persistence of obstacles such as rigid curricula, insufficient teacher training in inclusive education, lack of specialized resources, and the presence of exclusionary practices within the classroom (Rodríguez, Peña & Del Rey Gil, 2020). Sociocultural barriers also emerge, especially in contexts with migrant or Indigenous diversity, where cultural differences are not always integrated into school practices (Nakamura, 2024), (Zuany, 2017). The study concludes that promoting equity requires eliminating these barriers through ongoing teacher training, pedagogical adjustments, school-family-community collaboration, and an institutional culture oriented toward educational justice (Cedeño et al., 2017), (Valenzuela et al., 2015).</span></p> <p><strong><span lang="EN-US">Keywords</span></strong><span lang="EN-US">: Barriers, educational equity, inclusion</span></p> |
| title | Towards Inclusive Education: Overcoming Barriers in Basic Education |
| topic | Barriers educational equity inclusion |
| url | https://doi.org/10.5281/zenodo.19018585 |