Inclusive education in times of pandemic

Abstract

Introduction. In the 21st century, the struggle to achieve truly inclusive education continues. The explosion of the pandemic has only served to highlight the great inequalities that exist in the different education systems. Method. In this starting scenario, a qualitative study has been conducted with the aim of reviewing the guidelines and reports offered in the literature to support educational centres on their path towards inclusion in times of pandemic. The article provides content analysis of a total of 17 documents that constitute the first sources of knowledge on this topic (published in Spanish and English, and contextualised in the educational stages from Early Childhood Education to Higher Education). This has made possible the identification of the main challenges facing the inclusive education model, the key priorities/areas for inclusion and the proposed guidelines to address this current period of crisis from an inclusive educational and social response. Results. The results point to overcoming the digital divide, the continuity of learning, the application of new methodologies, the improvement of teacher training in inclusive education and socioemotional support, among others, as the major bulwarks on which to fortify the post-COVID school. Discussion. The conclusions note the opportunity provided by the pandemic to make another (fairer and more inclusive) education possible.