Tipo de Articulo: Articulo Científico Original Inclusión educativa y brechas pedagógicas en estudiantes con dificultades de aprendizaje latinoamericanos. Educational inclusion and pedagogical gaps in Latin American students with learning difficulties.

Abstract

Educational inclusion and the reduction of pedagogical gaps in students with learning difficulties represent key challenges for Latin American school systems, particularly in Ecuador, where structural and methodological inequalities persist. This study aims to analyze pedagogical strategies and inclusive models implemented in Latin American schools, with an emphasis on their contribution to the right to equitable education. A qualitative exploratory methodology is adopted, based on a systematic review of academic literature from 2018 to 2025, complemented by semi-structured interviews with teachers and pedagogical coordinators. As Díaz-Barriga (2020) states, transforming the educational system requires differentiated teaching approaches that respond to classroom diversity. The study seeks to identify successful practices such as Universal Design for Learning (UDL) and Response to Intervention (RTI), which enhance school retention and academic performance for students with specific educational needs (Moya & Ortega, 2019). It also aims to highlight the positive impact of continuous teacher training and institutional support as key pillars for sustainable inclusive policies. In summary, this study contributes to academic reflection and the formulation of proposals that strengthen regulatory frameworks and inclusive school practices, as promoted by UNESCO (2023) in its recent guidelines on inclusive education.