Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

https://doi.org/10.62574/rmpi.v4i3.180

Teaching competences for inclusive education

Competencias docentes para una educación inclusiva

María Belén Delgado-Muñoz

mbdm.1985@hotmail.com

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

https://orcid.org/0009-0003-4647-8843

Jennifer Fernanda Salcedo-Quijije

jenny.fernand@hotmail.com

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

https://orcid.org/0000-0003-4592-1949

Monserrate Narcisa Mendoza-Catagua

monserratmen@hotmail.com

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

https://orcid.org/0009-0000-2649-7789

ABSTRACT

The research aims to analyse teaching competences for inclusive education. The study

employed a systematic review design, the review population included 25 scientific articles

selected from the reviewed literature. In this review, nine key categories of teaching

competences have been identified and analysed: Assistive Technologies, Teacher Education

and Development, Teacher Perceptions and Attitudes, Inclusive Methodologies, Impact of

COVID-19, Universal Design for Learning, Inclusive Physical Education, Personal Competences

and Legislative Framework and Educational Policies. Each of these categories contributes an

essential piece to the complex puzzle of inclusive education, and their coordinated integration is

critical to the success of these initiatives. By holistically addressing these categories, significant

progress can be made towards creating a truly inclusive and equitable education system.

Descriptors: inclusive education; special needs education; educational policy. (Source:

UNESCO Thesaurus).

RESUMEN

La investigación tiene por objetivo de investigación analizar las competencias docentes para

una educación inclusiva. El estudio empleó un diseño de revisión sistemática, la población de la

revisión incluyó 25 artículos científicos seleccionados de la literatura revisada. En esta revisión,

se han identificado y analizado nueve categorías clave de competencias docentes: Tecnologías

de Asistencia, Formación y Desarrollo Docente, Percepciones y Actitudes Docentes,

Metodologías Inclusivas, Impacto de la COVID-19, Diseño Universal para el Aprendizaje,

Educación Física Inclusiva, Competencias Personales y Marco Legislativo y Políticas

Educativas. Cada una de estas categorías aporta una pieza esencial al complejo

rompecabezas de la educación inclusiva, y su integración coordinada es fundamental para el

éxito de estas iniciativas. Al abordar de manera holística estas categorías, se puede avanzar

significativamente hacia la creación de un sistema educativo verdaderamente inclusivo y

equitativo.

Descriptores: educación inclusiva; educación especial; política educacional. (Fuente: Tesauro

UNESCO).

Received: 04/04/2024. Revised: 08/04/2024. Approved: 24/05/2024. Published: 01/07/2024.

Review articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

INTRODUCTION

In the field of inclusive education, teaching competences play a fundamental role in ensuring

equity and quality in the learning of all students, including those with special educational needs.

Teacher training and professional development in this area is crucial to meet the challenges

presented by diversity in the classroom. According to (Al-Dababneh & Al-Zboon, 2022),

incorporating assistive technologies into the curriculum for children with specific learning

disabilities significantly enhances teachers' professionalism and beliefs in inclusive settings.

This perspective aligns with the research of (Almalky & Alwahbi, 2023), who found that

teachers' perceptions of inclusive education in Saudi Arabia are shaped by their direct

experiences and the inclusive practices they have been involved in.

Inclusive education involves not only the adaptation of pedagogical methods and strategies, but

also the development of appropriate attitudes and competences to manage diversity in the

classroom. In this regard, (Fernández-Batanero, 2013) highlights that teaching competences for

inclusive education encompass pedagogical skills, positive attitudes towards inclusion and

specific knowledge about students' needs. On the other hand, research by (Carrión-Macas et al.

2017) emphasises the need to prepare teachers to cater for students with special educational

needs by developing specific competences.

In a broader context, (Balongo-González & Mérida-Serrano, 2017) highlight the importance of

inclusive methodologies, such as project work in early childhood education, which promote

equal participation and equity for all students. Furthermore, (Bastian et al. 2023) point out how

digital literacy is radically transforming inclusive classrooms post-COVID-19, providing tools and

resources that facilitate effective inclusion. This digital transformation has led to a revaluation of

teaching competences, focusing on the ability to integrate educational technologies that support

student diversity.

Technology has emerged as an indispensable ally in inclusive education, in this order, (Calleja-

Vázquez, 2023) underlines that the development of teaching competences for inclusive

education can be enhanced through Information and Communication Technologies (ICT), which

offer new opportunities for the personalisation and adaptation of teaching. These technologies

not only facilitate the inclusion of students with disabilities, but also enrich the educational

experience for all students.

The importance of continuous and specialised training for teachers is highlighted by (Founes-

Méndez et al. 2023), who argue that teaching competences in inclusive education must be

constantly developed and updated to meet the changing challenges of modern education.

Similarly, (García-González et al. 2018) indicate that teacher training should include theoretical

and practical components that prepare educators to handle diverse and complex situations in

the inclusive classroom. In addition, the implementation of technology-based inclusive activities

in early childhood education and inclusive teaching is described as explored (Daems et al.

2023) and (Dewsbury & Brame, 2019) highlight the benefits of an educational approach that

integrates universal design for learning, enabling teachers to create more accessible and

equitable learning environments.

In terms of teachers‘ perceptions of inclusive education, studies such as that of (Quispe et al.

2023) reveal that teachers’ attitudes and experiences are crucial to the success of inclusive

practices. These findings underline the need for adequate institutional support and resources for

teachers to effectively implement inclusive strategies. While research by (Figueredo-Canosa &

Lozano-Díaz, 2022) on the Spanish legislative framework during the COVID-19 pandemic

demonstrates that inclusive education policies must also adapt to emerging circumstances,

ensuring that all students receive a quality education, regardless of external conditions.

Therefore, the development of teaching competencies for inclusive education is essential to

promote an educational environment that values and caters for diversity. Continuous training

and the adoption of innovative technologies are key elements for teachers to meet the

challenges of inclusion and ensure quality education for all learners.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

In pursuit of the above, the research objective is to analyse teaching competences for inclusive

education.

METHOD

The study employed a systematic review design to comprehensively analyse teaching

competences in the context of inclusive education. This methodology allows for the synthesis

and critical evaluation of the existing literature, providing a comprehensive and up-to-date

overview of the topic. The systematic review was conducted following the PRISMA guidelines,

ensuring the rigorousness and transparency of the review process.

The review population included 25 scientific articles selected from the reviewed literature. These

articles provided a wide range of perspectives and approaches to teaching competences in

inclusive education, allowing for a comprehensive and detailed synthesis of best practices and

challenges in the field. For the selection of the articles, inclusion criteria were established:

1. Studies published between 2013 and 2023.

2. Articles available in English and Spanish.

3. Research addressing teaching competences in the context of inclusive education.

4. Empirical studies using qualitative, quantitative or mixed methods.

Studies that did not provide empirical data, narrative reviews and opinion pieces were excluded,

thus ensuring the relevance and quality of the data analysed.

The literature search was conducted in high-impact electronic databases, including PubMed,

Scopus, Web of Science and Google Scholar. Specific search terms such as ‘teacher

competences’, ‘inclusive education’, ‘educational technologies’, ‘teacher education’ and their

English equivalents were used. The strategic combination of these terms enabled the

identification of a broad and representative set of relevant studies.

The selection of studies was carried out in two rigorous phases. In the first phase, an initial

review of titles and abstracts was conducted to identify potentially relevant studies. In the

second phase, a full review of the selected texts was conducted to confirm their eligibility. A total

of 25 articles met the inclusion criteria and were selected for detailed analysis.

The data analysis was carried out using a qualitative methodology based on the content

analysis technique. The teaching competences identified in each study, as well as the

methodologies used to develop and assess them, were extracted and categorised. The results

were organised into key themes reflecting the areas of competence most relevant to inclusive

education, providing a detailed and in-depth synthesis.

This study complies with established ethical standards for research in education. All articles

included in the systematic review were reviewed to ensure that ethical principles were respected

in data collection and management. No primary data were collected, and the analysis was

based exclusively on published information, which minimises the risk of harm to the original

participants of the studies reviewed, and ensured confidentiality and respect for the copyright of

the publications used.

RESULTS

The analysis of the 25 selected scientific articles identified several documentary categories

related to teaching competences for inclusive education. A summary of these categories,

including a brief description and references, is presented below. See Table 1. See figure 1.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

Table 1. Categories of teaching competences for inclusive education.

CATEGORY

DESCRIPTION

REFERENCES

Assistive Technologies

Studies exploring the use of

assistive technologies to support

educational inclusion.

Al-Dababneh & Al-Zboon (2022);

Daems et al. (2023); Calleja-

Vázquez (2023)

Teacher Training and

Development

Research on initial and in-service

teacher training to improve

teachers' inclusive competences.

Fernández-Batanero (2013);

Founes-Méndez, Esteves-

Fajardo & Tamariz-Nunjar

(2023); García-González,

Herrera-Seda & Vanegas-Ortega

(2018).

Teachers' Perceptions and

Attitudes

Studies analysing teachers'

perceptions and attitudes

towards inclusive education.

Almalky & Alwahbi (2023);

Chwastek et al. (2021); Quispe

et al. (2023)

Inclusive Methodologies

Research on pedagogical

strategies and methodologies

that promote inclusion in the

classroom.

Balongo-González & Mérida-

Serrano (2017); Lowrey,

Hollingshead & Howery (2017);

Dewsbury & Brame (2019).

Impact of COVID-19

Studies examining how the

COVID-19 pandemic has

affected inclusive education and

teacher competencies.

Bastian, Liza & Efastri (2023);

Figueredo-Canosa & Lozano-

Díaz (2022)

Universal Design for Learning

Research addressing the

implementation of Universal

Design for Learning (UDL) in

inclusive contexts.

McKenzie & Dalton (2020);

Orndorf et al. (2022); Pagliara et

al. (2023)

Inclusive Physical Education

Studies on approaches and

competencies for inclusive

physical education.

Liang et al. (2022)

Personal Competences

Research on teachers' personal

competences, such as empathy

and self-efficacy, for inclusion.

Sebastián-Heredero (2017);

Carrión-Macas, Valarezo-Castro

& Peñaloza-Peñaloza (2017).

Legislative Framework and

Education Policies

Studies analysing the legislative

framework and education

policies that support inclusive

education.

Figueredo-Canosa & Lozano-

Díaz (2022); Balongo-González

& Mérida-Serrano (2017).

Source: Own elaboration.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

Figure 1. Categories of teaching competences in inclusive education.

Source: Own elaboration.

Assistive technologies

Assistive technologies are proving to be indispensable tools for inclusive education, facilitating

the integration of students with specific disabilities into mainstream educational settings. Studies

such as those by (Al-Dababneh & Al-Zboon, 2022) and (Daems et al. 2023) highlight that these

technologies not only improve access to the curriculum, but also enhance the professionalism

and beliefs of teachers in inclusive settings. The ability to adapt the learning environment to

individual needs through technology is a significant step towards more equitable and accessible

education.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

Teacher training and development

Teacher training and professional development is a key pillar of inclusive education. Research

such as that of (Fernández-Batanero, 2013) and (Founes-Méndez et al. 2023) highlights the

importance of comprehensive preparation that encompasses both theoretical and practical

aspects. Continuous training enables teachers to update and refine their competences,

ensuring an effective response to diversity in the classroom. The implementation of specific

training programmes in inclusive competences is crucial for the development of adaptive and

equitable teaching practices.

Teachers' perceptions and attitudes

Teachers' perceptions and attitudes towards inclusive education are determinants in the

effective implementation of inclusive practices. In this regard, (Almalky & Alwahbi, 2023) and

(Chwastek et al. 2021) show that teachers' prior experiences and positive attitudes significantly

influence their willingness and ability to teach in inclusive settings. Fostering positive attitudes

and eliminating prejudices are key to creating an inclusive and welcoming learning environment.

Inclusive methodologies

Inclusive methodologies, such as project work and universal design for learning (UDL), are key

pedagogical strategies that promote equal participation and equity for all learners. Studies such

as those by (Balongo-González & Mérida-Serrano, 2017) and (Lowrey et al. 2017) highlight the

effectiveness of these methodologies in creating inclusive classrooms. Adopting pedagogical

approaches that consider the diversity of learning styles is essential for effective inclusive

education.

Impact of COVID-19

The COVID-19 pandemic has raised new challenges and opportunities for inclusive education.

Research such as (Bastian et al. 2023) and (Figueredo-Canosa & Lozano-Díaz, 2022) explores

how the health crisis has affected educational practice and teaching competencies. The need to

rapidly adapt teaching methodologies and the use of digital technologies has highlighted the

importance of flexibility and innovation in inclusive education.

Universal Design for Learning

Universal Design for Learning (UDL) is a pedagogical approach that seeks to create accessible

and equitable learning environments for all learners. Studies such as those by (McKenzie &

Dalton, 2020) and (Orndorf et al. 2022) highlight the implementation of UDL in inclusive

contexts, underlining its benefits in personalisation and adaptability of learning. SAD enables

teachers to design learning experiences that cater to the diversity of students' needs and

abilities.

Inclusive physical education

Inclusive physical education represents an important area of study that addresses the equitable

participation of all students in physical activities, in this order, (Liang et al. 2022) note the

importance of inclusive approaches in physical education to foster the participation and physical

development of students with diverse abilities. The integration of inclusive practices in physical

education is fundamental to the holistic development of all students.

Personal competences

Teachers' personal competences, such as empathy, self-efficacy and reflective skills, are crucial

for inclusive education. Studies such as those by (Sebastián-Heredero, 2017) and (Carrión-

Macas et al. 2017) highlight the importance of developing these competences to effectively

manage diversity in the classroom. Strengthening personal competences contributes to the

creation of an inclusive and respectful learning environment.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

Legislative framework and educational policies

The legislative framework and educational policies play a crucial role in promoting inclusive

education. Research such as that of (Figueredo-Canosa & Lozano-Díaz, 2022) and (Balongo-

González & Mérida-Serrano, 2017) analyses how policies and legislation support the

implementation of inclusive practices. The existence of a robust legislative framework and

inclusive education policies is fundamental to guarantee the right to equitable and quality

education for all students.

DISCUSSION

The integration of assistive technologies in the educational environment is widely recognised as

an effective tool to support students with disabilities. In this regard, (Al-Dababneh & Al-Zboon,

2022) and (Daems et al. 2023) agree that these technologies not only improve access to the

curriculum, but also strengthen the professionalism of teachers. However, the adoption of these

technologies varies considerably across contexts, as seen in the studies by (Calleja-Vázquez,

2023) and (McKenzie & Dalton, 2020), which highlight the need for adequate infrastructure and

specific training for teachers.

In-service training and professional development of teachers are essential for effective inclusive

education. In this regard, (Fernández-Batanero, 2013) and (Founes-Méndez et al. 2023) stress

the importance of specific training programmes that address both theoretical and practical

aspects. This need is corroborated by (García-González, Herrera-Seda & Vanegas-Ortega,

2018), who argue that initial training should include inclusion components from the outset.

However, there is variability in the implementation of these programmes, suggesting the need

for more coherent and systematic educational policies.

Teachers' perceptions and attitudes towards inclusive education are crucial to the success of

inclusive practices. Accordingly, (Almalky & Alwahbi, 2023) and (Chwastek et al. 2021) show

that teachers' positive attitudes and self-efficacy significantly influence their ability to implement

inclusive strategies. On the other hand, studies such as (Quispe et al. 2023) reveal that

prejudices and stereotypes can persist, negatively affecting inclusion. This highlights the

importance of awareness-raising and training programmes on inclusive attitudes.

The adoption of inclusive methodologies, such as Universal Design for Learning (UDL) and

project work, is essential to promote the participation of all learners. In this area, (Balongo-

González & Mérida-Serrano, 2017) and (Lowrey et al. 2017) demonstrate that these

methodologies can significantly improve the educational experience of students with disabilities.

However, (Dewsbury & Brame, 2019) warn that the successful implementation of these

methodologies requires a cultural change in educational institutions, which is not always easy to

achieve.

The COVID-19 pandemic has had a profound impact on inclusive education. In this vein,

(Bastian et al. 2023) and (Figueredo-Canosa & Lozano-Díaz, 2022) document how the health

crisis has exacerbated educational inequalities and posed new challenges for teachers. The

rapid transition to online teaching has highlighted the digital divide and the need for digital skills

among teachers. However, it has also provided opportunities to innovate and adapt inclusive

practices, as noted in studies by (Pagliara et al. 2023) and (McKenzie & Dalton, 2020).

Universal Design for Learning (UDL) is a pedagogical approach that has gained prominence in

inclusive education. In this regard, (McKenzie & Dalton, 2020) and (Orndorf et al. 2022)

highlight the benefits of UDL in creating accessible and adaptive learning environments. These

studies agree that SAD enables teachers to design learning experiences that cater to a wide

range of needs and abilities, thus promoting equity in the classroom. However, effective

implementation requires adequate training and institutional support.

Inclusive physical education is another critical area that deserves attention. In this context,

(Liang et al. 2022) stress the importance of developing specific competencies in physical

education teachers to manage the diversity of abilities among students. This is especially

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

relevant in contexts where participation in physical activities may be limited for students with

disabilities. Inclusive approaches in physical education, such as those described by these

authors, are fundamental for the holistic development of all students.

Personal competences of teachers, such as empathy, self-efficacy and reflective skills, are

essential for inclusive education. In this regard, (Sebastián-Heredero, 2017) and (Carrión-

Macas et al. 2017) highlight that these personal competences enable teachers to effectively

manage diversity in the classroom and create an inclusive learning environment. Training in

these competences should be an integral part of professional development programmes for

teachers.

The legislative framework and educational policies are key to supporting inclusive education.

Accordingly, (Figueredo-Canosa & Lozano-Díaz, 2022) and (Balongo-González & Mérida-

Serrano, 2017) discuss how policies and legislation can facilitate or hinder the implementation

of inclusive practices. The existence of a robust legislative framework and inclusive education

policies is crucial to ensure that all students have access to equitable and quality education.

The contrast between the studies reviewed reveals a diversity of approaches and practices in

inclusive education, highlighting both progress and persistent challenges. Assistive

technologies, teacher training and development, perceptions and attitudes, inclusive

methodologies, the impact of COVID-19, SED, inclusive physical education, personal

competences and the legislative framework are all interrelated components that, when

addressed holistically, can promote more effective inclusive education. Research highlights the

need for an integrated approach that combines sound policies, ongoing training and the use of

technologies to create truly inclusive learning environments.

CONCLUSION

In this review, nine key categories of teaching competencies have been identified and analysed:

Assistive Technologies, Teacher Training and Development, Teacher Perceptions and

Attitudes, Inclusive Methodologies, Impact of COVID-19, Universal Design for Learning,

Inclusive Physical Education, Personal Competencies, and Legislative Framework and

Educational Policies. Each of these categories contributes an essential piece to the complex

puzzle of inclusive education, and their coordinated integration is critical to the success of these

initiatives. By holistically addressing these categories, significant progress can be made towards

creating a truly inclusive and equitable education system. Developing teacher competencies for

inclusive education requires a holistic approach that combines sound policies, ongoing training,

and the use of inclusive technologies and methodologies. Adopting these practices can promote

a more equitable and accessible learning environment, enabling all students to reach their full

potential. Research underscores the need for a coordinated effort to integrate these

components and create truly inclusive learning environments.

FUNDING

Non-monetary

CONFLICT OF INTEREST

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

ACKNOWLEDGEMENTS

To the teachers who strive to manage inclusive learning.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

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and professionalism. Disability and rehabilitation. Assistive technology, 17(1), 23–33.

https://doi.org/10.1080/17483107.2020.1752824

Almalky, H. A., & Alwahbi, A. A. (2023). Teachers' perceptions of their experience with inclusive

education practices in Saudi Arabia. Research in developmental disabilities, 140,

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Balongo-González, Elena, & Mérida-Serrano, Rosario. (2017). Proyectos de trabajo: una

metodología inclusiva en Educación Infantil [Work Projects: An Inclusive Methodology

in Pre-School Education]. Revista electrónica de investigación educativa, 19(2), 125-

142. https://doi.org/10.24320/redie.2017.19.2.1091

Bastian, A., Liza, L. O., & Efastri, S. M. (2023). Revolutionizing education: how digital literacy is

transforming inclusive classrooms in post-COVID 19. Journal of public health (Oxford,

England), 45(3), e609–e610. https://doi.org/10.1093/pubmed/fdad058

Calleja-Vázquez, J. N. (2023). Desarrollo de competencias docentes para la educación

inclusiva a través de las Tecnologías de Información y de Comunicación [Development

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Communication Technologies]. Revista Ciencia & Sociedad, 3(1), 77–84.

Carrión-Macas, M. M. E., Valarezo-Castro, M. J. W., & Peñaloza-Peñaloza, M. W. L. (2017).

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especiales [Teaching competencies to serve students with special educational

needs]. Revista Conrado, 13(59), 160–166.

Chwastek, S., Leyendecker, B., Heithausen, A., Ballero Reque, C., & Busch, J. (2021). Pre-

school Teachers' Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior

Problems in Newly Arrived Refugee Children. Frontiers in psychiatry, 11, 574412.

https://doi.org/10.3389/fpsyt.2020.574412

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Dewsbury, B., & Brame, C. J. (2019). Inclusive Teaching. CBE life sciences education, 18(2),

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Revista Multidisciplinaria Perspectivas Investigativas 
Multidisciplinary Journal Investigative Perspectives  
Vol. 4(3), 1-11, 2024 
Competencias docentes para una educación inclusiva 
Teaching competences for inclusive education 
María Belén Delgado-Muñoz 
Jennifer Fernanda Salcedo-Quijije 
Monserrate Narcisa Mendoza-Catagua 
 
 
 
10 
 
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167. https://dx.doi.org/10.4067/S0718-73782018000200149 
Laspina-Olmedo,  Tania,  &  Montero,  Delfín.  (2023).  Competencia  inclusiva  en  la  práctica 
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Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 4(3), 1-11, 2024

Competencias docentes para una educación inclusiva

Teaching competences for inclusive education

María Belén Delgado-Muñoz

Jennifer Fernanda Salcedo-Quijije

Monserrate Narcisa Mendoza-Catagua

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https://doi.org/10.5902/1984686X27995

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