Teacher competences for inclusion of students with special educational needs: a systematic review

DOI: https://doi.org/10.5209/rced.83175
Keywords: education, teacher competences, teacher training, inclusive education, special education

Abstract

Introduction: Teacher training for inclusive competencies has gained importance recently as teachers recognize the need to be fully trained to offer the best educational response to students with special educational needs. The aim of this research is to conduct a Systematic Review and analyze the publications based on their characteristics, research topics and teaching competencies, following the PRISMA guidelines. Method. A search is performed in Scopus and WoS databases obtaining 75 publications between 2016 and 2022. Ten research questions framed within 3 thematic areas are posed. Results: The results provide answers to the questions posed highlighting the characteristics of the articles, the methodology and method used in each study, as well as the competencies studied. Discussion and conclusion. It is concluded that the competencies with the greatest study analysis are partially related to those proposed by the National Agency for Quality Assessment and Accreditation (ANECA) in the White Papers. In light of the results, we propose training programs for teachers that include content related to specific competencies to favor the educational inclusion of students with special educational needs.

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Author Biographies

Mercedes López-Aguado, Universidad de León

>Profesora Titular del Área de Métodos de Investigación y Diagnóstico en Educación de la Universidad de León. Ha participado en numerosos proyectos de investigación educativa tanto en el ámbito de la educación formal (lectoescritura, procesos de aprendizaje en educación superior, competencias docentes) como de la no formal, especialmente en el ámbito del Observatorio para la Inclusión Social de la ciudad de León, con diversas publicaciones relacionadas con ambas líneas. Ha dirigido varias tesis doctorales y numerosos trabajos de fin de carrera. En la Investigadora Principal del Grupo de Investigación Consolidado de la Universidad de León Educación y Sociedad (EDUSOC).

Lourdes Gutiérrez-Provecho, Universidad de León

Profesora Titular del Área de Psicología Evolutiva y de la Educación de la Universidad de León. Ha participado en numerosos proyectos de investigación educativa tanto en el ámbito de la educación formal (enfoques de aprendizaje, actitudes, prácticum, competencias docentes) como de la no formal, especialmente en el ámbito del Observatorio para la Inclusión Social de la ciudad de León, con diversas publicaciones relacionadas con ambas líneas. Ha dirigido numerosos trabajos de fin de carrera. Participa como investigadora en del Grupo de Investigación Consolidado de la Universidad de León Educación y Sociedad (EDUSOC).



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Published
2024-04-17
How to Cite
Nistal Anta V., López-Aguado M. y Gutiérrez-Provecho L. (2024). Teacher competences for inclusion of students with special educational needs: a systematic review. Revista Complutense de Educación, 35(2), 393-405. https://doi.org/10.5209/rced.83175
Issue
Vol. 35 No. 2 (2024)
Section
Articles

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