Barriers to educational inclusion during the transition to secondary school: a systematic review
DOI:
https://doi.org/10.5281/zenodo.23369541Keywords:
inclusive education, secondary school, barrier to developmentAbstract
This study aimed to analyze the barriers hindering educational inclusion during the transition to secondary school through a systematic review. The PRISMA methodology was adopted, which, through its four phases, ensured the study's reproducibility. This procedure began with the identification phase, which involved an initial search in four databases—Scopus, ScienceDirect, Redalyc, and SciELO—yielding 447 results. After applying inclusion and exclusion criteria in the screening and suitability phases, 21 studies were selected, forming the final corpus for the research. The results identified structural barriers, attitudinal and belief-based barriers, as well as specific barriers for students with special educational needs that hinder educational transition and continuity. It was concluded that, to guarantee educational inclusion during this transition process, it is essential to overcome these identified barriers through a comprehensive and systematic approach, seeking to address institutional shortcomings and strengthen teacher training in inclusion, while also considering the contexts and special needs of each student.
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