Planning strategies for inclusion and equity in educational institutions [Estrategias de planificación para la inclusión y equidad en instituciones educativas]
DOI:
https://doi.org/10.62574/rmpi.v5iEducativa.435Keywords:
educational planning, inclusión, equityAbstract
The study aims to design planning strategies for inclusion and equity in educational institutions. Using a descriptive documentary methodology with content analysis, nineteen specialised sources addressing different dimensions of inclusive education were examined. The results reveal that institutional planning requires the integration of four fundamental strategic axes: the development of specific teaching skills, the implementation of Universal Design for Learning as a pedagogical framework, the transformation of assessment practices towards collaborative and differentiated approaches, and the consolidation of institutional cultures that recognise diversity as an educational value. The discussion shows that educational institutions face tensions between declarative policies and effective practices, requiring planning models that coherently articulate the macro, meso, and micro levels of the educational system. It is concluded that planning strategies must transcend purely technical approaches to incorporate ethical, political, and pedagogical dimensions that guarantee equitable educational trajectories.
Downloads
References
Aldana-Zavala, J. J., Isea-Arguelles, J. J., Rodríguez-Partidas, N. J., & Estupiñán-Ricardo, J. (2023). Integración migratoria y desarrollo de un currículum problematizador para una educación inclusiva y de calidad en Iberoamérica [Migration integration and development of a problematizing curriculum for inclusive and quality education in Ibero-America]. Revista Conrado, 19(S2), 482–490.
Andrango-Analuisa, D. P., Duta-Toapanta, L. P., Castellano-Valverde, J. J., & Jhonny-Gabriel, G. L. (2025). El diseño universal para el aprendizaje (DUA) como enfoque inclusivo [Universal design for learning (UDL) as an inclusive approach]. Estudios y Perspectivas Revista Científica y Académica, 5(2), 1008–1022. https://doi.org/10.61384/r.c.a.v5i2.1181
Beltrán-Villamizar, Y. I., Martínez-Fuentes, Y. L., & Torrado-Duarte, O. E. (2015). Creación de una comunidad de aprendizaje: Una experiencia de educación inclusiva en Colombia [Creation of a learning community: An inclusive education experience in Colombia]. Encuentros, 13(2), 57–72. https://doi.org/10.15665/re.v13i2.498
Borja-Ramos, M. G. (2025). Competencias docentes en educación inclusiva en Latinoamérica [Teacher competencies in inclusive education in Latin America]. Cognopolis. Revista de Educación y Pedagogía, 3(1), 1–21. https://doi.org/10.62574/1nvav464
Delgado-Valdivieso, K. (2021). Universal design for learning, a practice for inclusive education: A case study [Diseño universal para el aprendizaje, una práctica para la educación inclusiva: Un estudio de caso]. International Journal of Inclusion Support, Speech Therapy, Society, and Multiculturalism, 7(2), 14–25. https://doi.org/10.17561/riai.v7.n2.6280
Frutos, A. E., García, S. A., & García, C. M. C. (2023). Evaluación de prácticas en educación inclusiva [Evaluation of practices in inclusive education]. Revista Iberoamericana de Evaluación Educativa, 16(1), 7–9.
León-Aroca, M. J., Coello-Coello, B. A., Palma-Coello, R. A., Castro-Bustamante, M. E., Carrasco-Valencia, Z. P., Riofrío-Cartuche, V. E., Zambrano-Arteaga, P. J., & Morales-Briones, M. K. (2025). Educación inclusiva: Desafíos y soluciones para un aula diversa [Inclusive education: Challenges and solutions for a diverse classroom]. Revista InveCom, 5(1), e501027. https://doi.org/10.5281/zenodo.11043932
López, J., & Manghi, D. (2021). Is it possible to transform evaluative practices through collaborative work? An inclusive look at classroom evaluation [¿Es posible transformar las prácticas evaluativas mediante el trabajo colaborativo? Una mirada inclusiva a la evaluación en aula]. Latin American Journal of Inclusive Education, 15(1), 173–187.
Mieres, A. A. A. F., Adán, J. A. F., & Flores, C. H. V. (2020). La administración inclusiva en la universidad: Retos y perspectivas [Inclusive administration in the university: Challenges and perspectives]. Metropolitan Journal of Applied Sciences, 3(2), 167–172.
Montalvo, M. C. T., Benavides, C. X. P., & Dávila, E. M. C. (2021). Inclusive education for students with autism spectrum disorder [Educación inclusiva para estudiantes con trastorno del espectro autista]. Revista Científica Hallazgos21, 6(2), 138–147.
Montoya-Naguas, T. M., Fierro-Ríos, M. C., Ayala-Arias, M. C., Lema-Cordonez, P. C., & Pillapaxi-Taipe, M. P. (2024). El diseño universal de aprendizaje (DUA), un modelo para la inclusión educativa [Universal design for learning (UDL), a model for educational inclusion]. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 10904–10918. https://doi.org/10.37811/cl_rcm.v8i4.13231
Muntaner-Guasp, J. J., Mut-Amengual, B., & Pinya-Medina, C. (2022). Las metodologías activas para la implementación de la educación inclusiva [Active methodologies for the implementation of inclusive education]. Educare Electronic Journal, 26(2), 85–105.
Pastor, A. C. (2019). Diseño universal para el aprendizaje: Un modelo teórico-práctico para una educación inclusiva de calidad [Universal design for learning: A theoretical-practical model for quality inclusive education]. Participación Educativa, 6(9), 55–68.
Rebouças-Andrade, R., Zanatta, C., & Gonçalves-Cordeiro, S. D. R. (2023). Self-efficacy beliefs and self-regulated learning in the context of inclusive education [Creencias de autoeficacia y autorregulación del aprendizaje en el contexto de la educación inclusiva]. Latin American Journal of Inclusive Education, 17(1), 41–57.
Sánchez-Fuentes, S. (2022). Diseño universal para el aprendizaje [Universal design for learning]. Revista Latinoamericana de Educación Inclusiva, 16(2), 17–20. https://doi.org/10.4067/S0718-73782022000200017
San-Martín-Ulloa, C., Rogers, P., Troncoso, C., & Rojas, R. (2020). Path to inclusive education: Barriers and facilitators for cultures, policies and practices from the teaching voice [Camino hacia la educación inclusiva: Barreras y facilitadores para culturas, políticas y prácticas desde la voz docente]. Latin American Journal of Inclusive Education, 14(2), 191–211. https://doi.org/10.4067/s0718-73782020000200191
Valcazar-Montenegro, G. C. (2020). El desempeño docente y la práctica inclusiva en el nivel superior [Teacher performance and inclusive practice in higher education]. Desde el Sur, 12(2), 437–452.
Villanueva-Candiotti, G. M., Contreras-Ángeles, B., Salazar-Balarezo, B. A., & Uribe-Godoy, D. S. (2025). Estrategias pedagógicas para la inclusión educativa: Un análisis sistemático [Pedagogical strategies for educational inclusion: A systematic analysis]. Revista Tribunal, 5(11), 478–494. https://doi.org/10.59659/revistatribunal.v5i11.170
Yépez-Bimboza, C. A., Lliquin-Peña, M. L., & Guangaje-Paguay, M. E. (2025). El diseño universal para el aprendizaje: Un enfoque para desarrollar las competencias del siglo XXI [Universal design for learning: An approach to developing 21st-century skills]. Revista InveCom, 5(3), e050306. https://doi.org/10.5281/zenodo.14019076
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Víctor Lautaro Sinche-Pauta, Wendy Patricia Castillo-Ordoñez, Doménica Ivanova Balseca-Saeteros, Fanny Jeaneth Rodríguez-Ojeda
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : This license allows reusers to distribute, remix, adapt and build upon the material in any medium or format for non-commercial purposes only, and only if attribution is given to the creator. If you remix, adapt or build upon the material, you must license the modified material under identical terms.
OAI-PMH URL: https://rperspectivasinvestigativas.org/index.php/multidiscipinaria/oai
