Teacher competences for inclusion of students with special educational needs: a systematic review

Abstract

Introduction: Teacher training for inclusive competencies has gained importance recently as teachers recognize the need to be fully trained to offer the best educational response to students with special educational needs. The aim of this research is to conduct a Systematic Review and analyze the publications based on their characteristics, research topics and teaching competencies, following the PRISMA guidelines. Method. A search is performed in Scopus and WoS databases obtaining 75 publications between 2016 and 2022. Ten research questions framed within 3 thematic areas are posed. Results: The results provide answers to the questions posed highlighting the characteristics of the articles, the methodology and method used in each study, as well as the competencies studied. Discussion and conclusion. It is concluded that the competencies with the greatest study analysis are partially related to those proposed by the National Agency for Quality Assessment and Accreditation (ANECA) in the White Papers. In light of the results, we propose training programs for teachers that include content related to specific competencies to favor the educational inclusion of students with special educational needs.