Educational inclusion and single-teacher education: some conceptual precisions. Inclusión educativa y profesorado unidocente: algunas precisiones conceptuales

Abstract

This research paper offers a descriptive theoretical review of the relationship between educational inclusion and the one-teacher education system, focusing on the treatment of students' specific educational needs. It has been developed through an exhaustive analysis of 18 articles selected from recognized databases such as Latindex, Dialnet, Redalyc, Scielo, Scopus and Web of Science, exploring the various strategies and challenges faced by single-teacher teachers in promoting inclusive education. The essay highlights the importance of a solid teacher training that effectively addresses individual educational demands, ensuring curricular and methodological adaptation to meet the diversity of students. It also highlights the relevance of an institutional environment that supports and promotes educational inclusion in single-teacher classrooms. Finally, through a critical and reflective analysis, recommendations are presented to improve teaching practice in single-teacher environments, promoting equity and equal opportunities in education. This essay seeks to contribute to academic dialogue and informed decision making to strengthen educational inclusion in the context of single-teacher classrooms.