INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF RESEARCH IN STUDENTS, TEACHERS, FAMILIES AND INSTITUTIONS AND ITS IMPLICATIONS FOR EDUCATIONAL GUIDANCE

Inclusive education is recognized as a process to identify and respond to the diversity of students and achieve greater participation in the community and in their learning. This topic of great interest to the field of Human and Educational Sciences, requires an analysis of the research processes carried out, in order to generate innovative strategies to be implemented in school guidance and within the classroom. The objective of this systematic review on inclusive education was to identify trends in working with students, teachers, families and institutions. 50 scientific articles were selected in Psicodoc, Science Direct, APA PsycNET y EBSCO. The results are presented in four categories of analysis. In general, with students, it was evident that they focus on understanding experiences and improving the climate in the classroom; with teachers, the analysis of pedagogical practices and professional training needs were identified; with families, it was observed that the processes within the family nucleus have not been given sufficient attention; and at the institutional level, there is a clear interest in monitoring educational processes and policy compliance in order to improve the conditions for inclusion at all levels of education. In conclusion, although the work with different educational actors is evident, greater articulation between them is required. In this sense, teachers and school counselors can take this review as an input to motivate active participation in the application of pedagogical tools, the strengthening of family practices, teacher training and the generation of institutional policies aimed at inclusion.