Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

https://doi.org/10.62574/rmpi.v4i3.219

Teacher's role in creating inclusive environments

Rol del docente en la creación de entornos inclusivos

Marcia Adriana Vera-Rivera

marciaa.vera@educacion.gob.ec

Ministerio de Educación. Zona 4, Distrito 13D02 Manta, Manabí Ecuador

https://orcid.org/0009-0006-8574-3955

María Obdulia Rizzo-Andrade

maria.rizzo@educacion.gob.ec

Ministerio de Educación. Zona 4, Distrito 13D02 Manta, Manabí Ecuador

https://orcid.org/0009-0004-3145-8783

Patricio Francisco Ferrin-Vera

patricio.ferrin@educacion.gob.ec

Ministerio de Educación. Zona 4, Distrito 13D02 Manta, Manabí Ecuador

https://orcid.org/0009-0006-3590-2970

Hilda Etelvina Zambrano-Figueroa

etelvina.zambrano@educacion.gob.ec

Ministerio de Educación, Zona 4, Distrito 23D01, Santo Domingo, Santo domingo de los

Tsáchilas, Ecuador

https://orcid.org/0000-0001-7023-2374

ABSTRACT

Inclusive education is an essential educational pillar. The research objective is to analyse the

role of the teacher in the creation of inclusive environments with special emphasis on the

identification of the necessary competences and pedagogical strategies that allow the

development of an equitable and accessible education. This study is framed in a descriptive

documentary type research in a population composed of 30 scientific articles. The creation of

inclusive educational environments requires not only the implementation of adaptive

pedagogical strategies, but also the development of seven key teaching competences. The

effective use of ICT for inclusion, effective classroom climate management, pedagogical

leadership and authority, an inclusive and reflective attitude, the ability to collaborate and work

in teams, the design of inclusive pedagogical strategies, and sensitivity and empathy towards

diversity.

Descriptors: inclusive education; ability grouping; teaching technique (Source: UNESCO

Thesaurus). RESUMEN

La educación inclusiva se erige como un pilar esencial educativo. Se presenta el objetivo de

investigación configurado en analizar el rol del docente en la creación de entornos inclusivos

con especial énfasis en la identificación de las competencias necesarias y las estrategias

pedagógicas que permiten el desarrollo de una educación equitativa y accesible. Este estudio

se enmarca en una investigación descriptiva de tipo documental en una población compuesta

por 30 artículos científicos. La creación de entornos inclusivos en el ámbito educativo requiere

no solo la implementación de estrategias pedagógicas adaptativas, sino también el desarrollo

de siete competencias docentes clave. El uso eficaz de las TIC para la inclusión, la gestión

efectiva del clima en el aula, el liderazgo pedagógico y la autoridad, una actitud inclusiva y

reflexiva, la capacidad para colaborar y trabajar en equipo, el diseño de estrategias

pedagógicas inclusivas, y la sensibilidad y empatía hacia la diversidad.

Descriptores: educación inclusiva; agrupamiento por aptitudes; técnica didáctica. (Fuente:

Tesauro UNESCO).

Received: 28/05/2024. Revised: 05/06/2024. Approved: 07/06/2024. Published: 01/07/2024.

Research articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

INTRODUCTION

Inclusive education is now an essential pillar of education systems globally, promoting equal

access to quality education for all students, regardless of their abilities, cultural backgrounds or

special needs. This educational approach is not only limited to providing access to content but

seeks to transform the classroom into a space in which each student can fully participate and

develop their academic and personal potential. In this sense, the role of teachers is crucial, as

their ability to implement inclusive strategies and use information and communication

technologies (ICT) effectively has a direct impact on the creation of accessible and adaptive

learning environments (Álvarez et al., 2024; Bagon et al., 2018).

The incorporation of ICT in inclusive education has revolutionised the possibilities for

personalisation and differentiation in the teaching-learning process. Tools such as virtual

platforms, adaptive educational software and accessible digital resources have enabled

teachers to design learning experiences that cater to the diverse abilities and styles of students

(Chua & Bong, 2022; Delgado-Ramírez et al., 2021). However, effective use of these

technologies requires teachers to develop a set of specific competencies that enable them to

manage increasingly complex and diverse learning environments (Herrera et al., 2018; Keiler,

2018). This includes the ability to create collaborative activities, manage the emotional climate

of the classroom and promote an inclusive and respectful environment (Dulfer et al., 2024;

Hertz-Lazarowitz, 2008).

Recent research has highlighted that in order to achieve the goals of inclusive education, it is

essential that teachers receive ongoing training that enables them not only to integrate ICT into

their practices, but also to critically reflect on their role in promoting equity and active

participation of all learners (Livingston, 2016; Duk et al., 2021). Teaching competences are not

limited to the use of technological tools, but also encompass the development of skills in

adaptive formative assessment, the promotion of a sense of ownership among students and the

ability to design activities that foster autonomy and meaningful learning (Mejía-Caguana et al.,

2023; Fonseca-Montoya et al., 2020).

The analysis of the teacher's role in creating inclusive environments must also consider how the

educator's attitudes and values influence the implementation of inclusive strategies. Teachers'

willingness to embrace diversity, to value individual differences and to adapt their teaching

methods according to the specific needs of their students is crucial to ensure effective inclusion

(González-Rojas & Triana-Fierro, 2018). In this way, teaching competences are not only built on

technical skills, but also on a reflective attitude committed to educational equity.

In accordance with the above, the research objective is to analyse the role of teachers in the

creation of inclusive environments with special emphasis on the identification of the necessary

competences and pedagogical strategies that enable the development of equitable and

accessible education.

METHOD

This study is framed in a descriptive documentary research, focused on the review and analysis

of a population of 30 scientific articles selected for their relevance in the field of inclusive

education and the use of information and communication technologies (ICT). The articles were

extracted from specialised academic databases, following inclusion criteria such as the focus on

pedagogical strategies and teaching competences for the creation of inclusive environments, as

well as their relevance and scientific quality.

The research design was based on a bibliographical approach, which allowed for a critical

review of recent literature. Through the analytical-synthetic method, we proceeded to break

down the contents of the selected articles, classifying the most salient teaching competences

and pedagogical strategies to promote inclusion in the classroom. The technique used was the

content analysis of documents, which allowed us to systematically examine the methodological

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

approaches and results of the studies in order to extract the most relevant contributions in the

field of inclusive education.

The data obtained were organised into key categories, such as ICT integration, classroom

climate management, pedagogical leadership, and the design of pedagogical strategies

adapted to the diversity of learners. This structure facilitated the synthesis of the information into

abstract tables highlighting key teaching competences and the most effective strategies for

implementing inclusive education. The analysis identified trends and gaps in the literature that

contribute to the development of inclusive and adaptive teaching practices in the current

educational context.

RESULTS

Based on the review of the scientific literature, table 1 is presented, which groups the

documentary themes according to the references that support them:

Table 1. Inclusive education and ICTs.

REFERENCE

CENTRAL SUBJECT OF

STUDY

MAIN CONTRIBUTION

Álvarez et al. (2024)

Virtual reality for teacher training

Virtual reality platform improves

teachers' acceptance of

classroom climate management

Badley (2017)

Teacher authority

Teacher authority is essential in

managing inclusive classrooms

Bagon et al. (2018)

Use of ICTs in inclusive

classrooms

ICT use supports inclusion of

students with special needs

Chowdhary & Sharma (2022)

The role of the teacher in virtual

classrooms

Teachers improve students'

educational skills in virtual

environments

Chua & Bong (2022)

Inclusive education in virtual

classrooms

Inclusive education can be

effectively implemented in virtual

classrooms during pandemics

Delgado-Ramírez et al. (2021)

ICT for sensory disabilities

ICTs support students with

sensory disabilities in inclusive

settings

Duk et al. (2021)

Teacher professional

development for inclusion

Teacher professional

development through

collaborative research promotes

inclusiveness

Dulfer et al. (2024)

Belonging in virtual classrooms

Relationships are key to creating

a sense of belonging in virtual

classrooms.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

Esmaeili et al. (2015)

Teacher authority

Teacher authority enhances

inclusive learning

Fernández-Batanero &

Colmenero-Ruiz (2016)

Teacher attitudes towards ICT

Teachers' attitudes towards ICTs

are key to inclusive education

Fonseca-Montoya et al. (2020)

Teacher performance in inclusion

Teacher performance in Ecuador

needs to improve for greater

inclusion

Founes-Méndez et al. (2023)

Teaching competences in

inclusion

Teaching competences are

essential for effective inclusive

education

García-García & López-Azuaga

(2012)

Use of ICT in diversity

ICTs enable diversity to be

addressed in the classroom

González-Rojas & Triana-Fierro

(2018)

Teachers' attitudes towards

inclusion

Positive teacher attitudes are key

to inclusion

Herrera et al. (2018)

Teacher training for inclusion

University teacher training faces

challenges to inclusive education

Hertz-Lazarowitz (2008)

Cooperative pedagogy

Teachers play a key role in

cooperative pedagogy for

inclusion

Keiler (2018)

Teaching roles in student-centred

classrooms

Teachers must adapt their

identity and roles for student-

centred environments.

Laiton-Zarate et al. (2017)

ICT and inclusive education

ICTs are central to teacher

professional development for

inclusion

Laspina-Olmedo & Montero

(2023)

Inclusive teacher competence

Proposed categorisation of

inclusive competences

Livingston (2016)

Teacher training in educational

change

Teacher training is key to tackling

educational change towards

inclusion

Marín-Díaz et al. (2020)

ICT in inclusive education in

Greece

ICTs facilitate educational

inclusion in Greece

Martínez-Sarmiento (2023)

Teachers' perceptions of

inclusion

Mixed teacher perceptions of

inclusion in Ecuador

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

Martín-González et al. (2017)

Theories on educational inclusion

Various theories support

educational inclusion

Mejía-Caguana et al. (2023)

Inclusive care strategies

Inclusive strategies for university

settings

Montenegro-Conce et al. (2020)

ICT as an inclusive trend

ICTs are a key trend for

educational inclusion

Reyes-Chávez & Prado-

Rodríguez (2020)

ICT in inclusive primary

education

ICTs as an effective tool for

inclusion in primary education

Salifu & Abonyi (2023)

Managing large classes in virtual

environments

Teachers face challenges

managing large virtual

classrooms during pandemic

Sriharan (2020)

Online learning

Strategies for improving

participation in virtual classrooms

Villasmil-Yánez (2021)

Episteme of the subject in ICT-

based learning

Subject-centred approach to

inclusive ICT-based learning

Zhuo & Wang (2023)

Creating dynamic environments

in virtual classrooms

The use of secure and dynamic

virtual classrooms enhances the

learning experience.

Source: Own elaboration.

Based on Table 1, it is shown that inclusive education, driven by the use of information and

communication technologies (ICT), has proven to be a crucial element in the transformation of

the educational environment. The reviewed studies reflect how ICT, combined with the

appropriate training and attitude of teachers, allow building more inclusive and accessible

educational spaces for all students, regardless of their abilities or context (Álvarez et al., 2024;

Badley, 2017; Bagon et al., 2018). First, virtual reality is positioned as an innovative tool for

teacher training, allowing teachers to better manage the classroom climate and respond to the

needs of students with diverse abilities (Álvarez et al., 2024). Teacher authority, on the other

hand, remains a key pillar in creating inclusive environments, as effective leadership facilitates

equitable learning (Esmaeili et al., 2015; Badley, 2017).

The adoption of ICT not only supports the inclusion of students with disabilities, but also

facilitates the management of virtual classrooms, especially in the context of the pandemic.

Virtual environments have accelerated the implementation of inclusive education, allowing

teachers to provide accessible educational experiences from anywhere, highlighting the

importance of a learner-centred approach (Chua & Bong, 2022; Chowdhary & Sharma, 2022).

Furthermore, positive teacher attitudes towards ICT are essential for the success of inclusive

education (Fernández-Batanero & Colmenero-Ruiz, 2016). Teacher training must be

continuously adapted to incorporate these tools and approaches into daily practice (Duk et al.,

2021). In countries such as Ecuador, it has been identified that both professional development

and inclusive competences of teachers need to be strengthened to improve inclusion (Fonseca-

Montoya et al., 2020; Herrera et al., 2018).

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

Collaborative classroom study and cooperative pedagogy emerge as key methods for fostering

inclusion, as does student-centred teaching (Keiler, 2018; Hertz-Lazarowitz, 2008). These

methodologies allow teachers to adapt their roles to respond more effectively to diversity in the

classroom. Moreover, ICTs are presented not only as support tools, but as catalysts that allow

teachers to develop inclusive competences that go beyond initial training (Laiton-Zarate et al.,

2017; Laspina-Olmedo & Montero, 2023). In the context of higher and primary education, ICT

has proven to be a growing trend that supports the inclusion of students with diverse needs

(Marín-Díaz et al., 2020; Reyes-Chávez & Prado-Rodríguez, 2020). From Greece to Ecuador,

teachers have used ICT to address diversity in the classroom and to foster meaningful change

towards more equitable and accessible education (Martínez-Sarmiento, 2023; González-Rojas

& Triana-Fierro, 2018).

In times of crisis, such as during the COVID-19 pandemic, ICT has made it possible to

effectively manage large and virtual classrooms while maintaining inclusiveness as a central

tenet (Salifu & Abonyi, 2023). In this sense, student engagement and the creation of dynamic

and safe learning environments are essential to ensure that all students benefit equally from

educational opportunities, regardless of the limitations imposed by virtuality (Zhuo & Wang,

2023; Sriharan, 2020). Therefore, the analysis of these studies highlights how ICT

implementation and inclusion-focused teacher training are essential to ensure that educational

environments are more accessible, equitable and effective for all learners. Inclusive education

requires not only technological tools, but also a profound transformation in teachers' attitudes,

competencies and pedagogical practices (Livingston, 2016; Dulfer et al., 2024).

Competences for teachers' role in creating inclusive environments

Within the framework of inclusive education, the role of the teacher has evolved considerably,

requiring the acquisition and strengthening of specific competences that promote inclusion in

various educational contexts. Based on an exhaustive analysis of the scientific literature,

multiple competency dimensions are identified that are indispensable for teachers to be able to

effectively carry out their work in creating inclusive environments, particularly through the use of

information and communication technologies (ICT). These key competences are developed

below with the support of 30 specialised academic references.

1. Competence in the use of ICT for inclusion

ICTs have proven to be fundamental catalysts for educational inclusion, allowing teachers to

design accessible and personalised learning environments. In this sense, (Álvarez et al. 2024)

highlight how virtual reality platforms become an effective pedagogical tool to improve teachers'

competences in classroom climate management, a critical factor in inclusive settings. Similarly,

(Bagon et al. 2018) underline that the use of ICT in inclusive classrooms encourages the

participation of students with special educational needs, enabling equitable access to

knowledge. These technologies not only expand learning opportunities, but also allow for more

individualised attention, as evidenced by (Delgado-Ramirez et al. 2021), who report the success

of ICT in supporting students with sensory disabilities in inclusive settings.

In the context of the pandemic, (Chua & Bong, 2022) note that virtual classrooms have played a

crucial role in inclusive education, providing teachers with the necessary tools to adapt their

teaching strategies to learners with diverse abilities. However, (Chowdhary & Sharma, 2022)

caution that in order to maximise the inclusive potential of ICT, it is essential that teachers

receive solid training to enable them to effectively manage these technological and virtual

environments.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

2. Effective classroom climate management

Classroom climate management is an essential competence in creating inclusive environments,

as teachers must be able to create an environment in which all students feel valued and

motivated to participate. According to (Dulfer et al. 2024), interpersonal relationships and a

sense of belonging are key elements in building inclusive classrooms, especially in virtual

environments. Teachers' ability to manage these relationships effectively facilitates the creation

of an environment where differences are recognised and valued. This management is also

strengthened by leadership and pedagogical authority, as evidenced by (Esmaeili et al. 2015).

Well-managed authority on the part of teachers not only contributes to discipline, but also

reinforces an inclusive environment by establishing clear norms of respect and collaboration.

3. Leadership and pedagogical authority

Pedagogical leadership is another crucial aspect of the teacher's role in creating inclusive

environments. Pedagogical authority, far from being a hierarchical imposition, should be

manifested through leadership that fosters empathy and inclusion, allowing students to feel safe

to express their ideas and needs. Likewise, (Badley, 2017) argues that teacher authority is an

indispensable component of maintaining order and promoting equitable learning, especially in

settings that demand inclusive attention. This leadership must be flexible and adaptive, as noted

by (Keiler, 2018), who emphasises the need for teachers to assume multiple roles in student-

centred classrooms. In these contexts, teachers must not only be leaders, but also facilitators,

guides and role models, adjusting their pedagogical practices to the diverse needs of their

students.

4. Inclusive and reflective attitude

Teachers' inclusive attitudes are fundamental to the success of any educational initiative that

seeks to address diversity. Therefore, (González-Rojas & Triana-Fierro, 2018) indicate that

teachers' attitudes towards inclusion are direct predictors of the success of inclusive strategies

in the classroom. These attitudes translate not only into teachers' willingness to implement

inclusive practices, but also into their ability to critically reflect on their own practice and adapt it

to the demands of an ever-changing educational environment (Livingston, 2016). Pedagogical

reflection is therefore a competence that enables teachers to evaluate the effectiveness of their

strategies and make the necessary adjustments to ensure that all learners, regardless of their

abilities, can benefit from an inclusive environment. As suggested by (Laiton-Zarate et al. 2017),

this reflective attitude should be a central component of teacher professional development,

ensuring that teachers not only embrace ICT, but use it in an inclusive and critical way.

5. Collaboration and teamwork

Inclusive education is a collective effort that requires the collaboration of multiple actors, both

inside and outside the classroom. In this regard, (Duk et al. 2021) highlight the importance of

collaborative action research among teachers as an approach to strengthening inclusive

competencies through the sharing of good practice and the creation of pedagogical solutions.

The ability of teachers to work in teams, not only with other teachers but also with specialists

and families, is essential to ensure comprehensive and coordinated care for students with

special educational needs. This collaboration also extends to the educational community as a

whole, as emphasised by (Hertz-Lazarowitz, 2008), who advocates for a cooperative pedagogy

that involves all actors in the educational process in building an inclusive environment.

6. Designing inclusive pedagogical strategies

Inclusive pedagogical design is an indispensable competence in the role of the teacher (Mejía-

Caguana et al. 2023), stating that teachers must be able to plan activities that consider the

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

abilities, learning styles and individual needs of each student. This includes differentiating

teaching, adapting teaching materials and using accessible resources, such as ICT, that

facilitate the participation of all students. Consequently, (Laspina-Olmedo & Montero, 2023) add

that inclusive competences must be supported by a robust theoretical framework that enables

teachers to categorise and implement pedagogical strategies based on the diversity of their

student body. This competence is articulated with the ability of teachers to continuously reflect

and adapt their strategies according to the emerging needs of their students.

7. Sensitivity and empathy for diversity

Teacher sensitivity and empathy towards diversity in the classroom are competences that

underlie all other competences (Keiler, 2018), arguing that empathy enables teachers to

connect with their students on a personal level, understanding their challenges and adapting

their pedagogical practices to respond to them effectively. This sensitivity is not only limited to

direct interaction with students, but is also reflected in the way teachers design their lessons

and create an environment in which differences are seen as opportunities for collective learning.

Accordingly, creating inclusive environments requires teachers to develop a set of interrelated

competences that enable them to effectively manage ICT, lead the classroom with pedagogical

authority, collaborate with other educational actors and design inclusive pedagogical strategies.

These competencies, based on an inclusive and reflective attitude, enable teachers to respond

proactively to diversity and ensure that all students have equal opportunities for academic

success (Reyes-Chávez & Prado-Rodríguez, 2020; Zhuo & Wang, 2023).

Strategies and Competencies for Creating Inclusive Environments

Creating inclusive learning environments requires the implementation of pedagogical strategies

that ensure the equal participation of all learners, regardless of their abilities, background or

context. These strategies, which include the use of information and communication technologies

(ICT), effective classroom climate management and the promotion of collaborative activities,

need to be supported by specific teaching competences. In addition to mastering technological

tools, educators must develop skills in adaptive formative assessment, the design of inclusive

strategies, and the ability to foster a sense of belonging in their students. In this way, teachers

can not only respond to the diverse needs of learners, but also actively contribute to the

creation of inclusive learning environments where every learner can thrive and participate fully

in the educational process. See Table 2.

Table 2. Strategies and competencies for creating inclusive environments.

STRATEGY

DESCRIPTION

IMPACT ON THE

INCLUSIVE

ENVIRONMENT

RELEVANT

TEACHING

COMPETENCE

Using ICTs for

Differentiation in

Education

The integration of

information and

communication

technologies (ICT) in

the classroom allows

teachers to customise

activities according to

the needs of each

student. The use of

interactive platforms,

accessible digital

resources and adapted

educational software

facilitates the

It promotes equitable

access to knowledge,

eliminating barriers to

learning for students

with disabilities or

special educational

needs, and encourages

students' autonomy in

the learning process.

Competence in the Use

of ICT for Inclusion: The

teacher must be

proficient in the use of

ICT to personalise

learning according to

individual needs.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

participation of students

with diverse abilities.

Designing Collaborative

Activities

Planning group

activities and

collaborative projects

encourages interaction

between students of

different abilities and

backgrounds. These

activities should be

carefully structured to

ensure the equal

participation of all group

members, with roles

adapted to their

individual abilities.

It strengthens social

skills and empathy

among students, while

reducing isolation for

those with special

needs, fostering an

environment of

cooperation and mutual

respect.

Collaboration and

Teamwork: The teacher

should develop the

ability to organise and

coordinate collaborative

activities that promote

the equal participation

of all students.

Positive Classroom

Climate Management

Implement classroom

management based on

positive discipline, with

a focus on mutual

respect and peaceful

conflict resolution. This

includes creating clear

rules and promoting an

emotionally supportive

environment where

students feel valued

and respected for their

contributions.

It creates an

environment where

students feel safe to

participate without fear

of judgement, which

increases their

confidence and

willingness to learn in

an inclusive

environment.

Effective Classroom

Climate Management:

The teacher must

acquire classroom

management skills

based on positive

discipline and mutual

respect to create a safe

and emotionally

supportive environment.

Continuous Training in

Inclusion and ICT

Teachers need to

participate in ongoing

training that enables

them to develop

inclusive competences,

with a focus on the

effective use of ICT and

the application of

adaptive

methodologies.

Updating on

technological tools and

inclusive pedagogical

strategies is essential to

keep up with the needs

of the modern

classroom.

It enhances the

teacher's ability to adapt

to the diversity of

learners and maximises

the use of inclusive

educational resources,

resulting in more

effective teaching and

the creation of learning

environments

accessible to all.

Inclusive and Reflective

Attitude: Teachers must

be committed to

continuous professional

development, reflecting

on their practice and

updating themselves on

the competences

needed for inclusive

teaching.

Adapted Formative

Evaluation

Assessment should be

continuous,

personalised and

adapted to the needs of

each student, using

formative assessment

techniques. This

involves the use of a

It ensures that all

students can show their

progress without being

constrained by

traditional methods of

assessment, allowing a

better understanding of

their abilities and a

Designing Inclusive

Pedagogical Strategies:

The teacher must be

competent in creating

adapted assessment

methods that reflect the

abilities and learning

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

variety of tools, such as

digital quizzes,

presentations and oral

assessments, so that

students can

demonstrate their

knowledge in different

ways.

continuous adjustment

of pedagogical

strategies.

styles of each student.

Fostering a Sense of

Belonging

Develop activities and

projects that integrate

students' experiences

and cultures, promoting

respect for diversity.

Incorporating themes

that reflect the realities

of all students

reinforces a sense of

inclusion and belonging,

especially for those

from marginalised

communities or with

disabilities.

It strengthens students'

self-esteem and sense

of belonging by

recognising and valuing

their cultural and

personal backgrounds,

which contributes to a

more equitable and

accessible educational

experience.

Sensitivity and Empathy

for Diversity: The

teacher must be able to

value and respect the

cultural and personal

diversity of students,

adapting educational

content to promote

inclusion.

Adaptation of

Educational Materials

Ensure that materials

used in class are

accessible to all

students, including

those with physical,

sensory or cognitive

disabilities. This

includes the availability

of alternative formats,

such as audiobooks,

subtitles, Braille

printouts or easy-to-

read software.

It increases students'

access to educational

content, ensuring that

all can participate

equally and access

information effectively

according to their

abilities.

Competence in the Use

of ICT for Inclusion: The

teacher must be able to

identify and use

educational resources

accessible to all

learners, including

those with disabilities.

Promoting Student

Autonomy

Encourage autonomy in

learners by assigning

responsibility and

decision-making in their

own learning. This can

be achieved through

self-assessment, choice

of projects and personal

goal-setting, tailored to

each student's

individual capabilities.

It develops self-

management and

empowerment skills in

students, enabling them

to take an active role in

their learning process,

which prepares them to

be autonomous and

responsible citizens in

an inclusive

environment.

Leadership and

Pedagogical Authority:

The teacher must be

able to guide students

towards self-

management,

delegating

responsibilities and

encouraging

autonomous decision-

making in their learning

process.

Source: Own elaboration.

Table 2 provides a detailed overview of the actions that teachers should implement to ensure

that their classrooms are inclusive and accessible spaces for all learners. Each strategy is

closely linked to a specific teaching competence which, together, allow the educator not only to

implement inclusive methodologies, but also to adapt to the diversity that characterises

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 34-47, 2024

Rol del docente en la creación de entornos inclusivos

Teacher's role in creating inclusive environments

Marcia Adriana Vera-Rivera

María Obdulia Rizzo-Andrade

Patricio Francisco Ferrin-Vera

Hilda Etelvina Zambrano-Figueroa

contemporary educational environments. As for the use of ICT, it stands out as a key tool for

teaching differentiation, allowing teachers to customise activities according to students'

individual abilities. However, for this strategy to be effective, teachers must develop a solid

competence in the use of ICT, which will allow them to integrate accessible resources adapted

to the specific needs of their students.

Positive classroom climate management is another crucial strategy for inclusion, as it fosters an

atmosphere of respect and emotional support where all students feel valued. To implement this

strategy, the teacher must be competent in effective classroom management, based on positive

discipline and the establishment of clear rules that encourage equitable participation. Therefore,

continuous teacher training on inclusion issues and the design of adaptive pedagogical

strategies strengthen the capacity of educators to respond to the changes and challenges faced

by their students. This not only improves students' academic performance, but also strengthens

their self-esteem and sense of belonging, which are key factors in an inclusive environment.

In summary, Table 2 not only identifies the strategies necessary for the creation of inclusive

settings, but also underlines the importance of teachers acquiring and developing specific

competences that enable them to implement these strategies successfully. This demonstrates

that inclusion is not only a question of methodologies, but also of continuous teacher training

and development, ensuring that each learner receives an education tailored to their individual

needs and specific contexts.

CONCLUSION

Creating inclusive environments in education requires not only the implementation of adaptive

pedagogical strategies, but also the development of seven key teaching competences. Effective

use of ICT for inclusion, effective classroom climate management, pedagogical leadership and

authority, an inclusive and reflective attitude, the ability to collaborate and work in teams, the

design of inclusive pedagogical strategies, and sensitivity and empathy towards diversity are

fundamental to ensuring the equitable participation of all students. These competences enable

teachers to personalise learning, foster an atmosphere of respect and belonging, and promote

student autonomy. Therefore, continuous and reflective teacher education becomes an

essential component to address current challenges and build a truly inclusive, equitable and

quality education for all.

Authors' contribution

Marcia Adriana Vera-Rivera led the conceptual development of the article, the literature review

and initial drafting, while María Obdulia Rizzo-Andrade participated in the research design,

data collection and qualitative analysis. Patricio Francisco Ferrin-Vera coordinated the team,

validated the results and supervised the statistical analysis, contributing his experience in

inclusive education policies. Hilda Etelvina Zambrano-Figueroa was in charge of the synthesis

of the data, contributed to the writing of the discussion and ensured the correctness of the

academic style. All authors made substantive and original contributions to ensure the scientific

quality of the manuscript.

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To teachers working for inclusive quality education.

Revista Multidisciplinaria Perspectivas Investigativas 
Multidisciplinary Journal Investigative Perspectives  
Vol. 4(3), 34-47, 2024 
Rol del docente en la creación de entornos inclusivos 
Teacher's role in creating inclusive environments 
Marcia Adriana Vera-Rivera 
María Obdulia Rizzo-Andrade 
Patricio Francisco Ferrin-Vera 
Hilda Etelvina Zambrano-Figueroa 
 
 
44 
 
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