No. 41 (2026): enero-junio
Research articles

Teachers and educational inclusion in upper secondary education: Findings from a systematic review (2015-2025)

PDF (Spanish)
  • Arlety Pacheco-Gómez ,
  • Edith J. Cisneros-Cohernour
Arlety Pacheco-Gómez
https://orcid.org/0000-0002-9653-2276 (unauthenticated) Universidad Autónoma de Yucatán
Edith J. Cisneros-Cohernour
https://orcid.org/0000-0003-2319-1519 (unauthenticated) Universidad Autónoma de Yucatán

Published 2025-08-13

How to Cite

Pacheco-Gómez, A., & Cisneros-Cohernour, E. J. (2025). Teachers and educational inclusion in upper secondary education: Findings from a systematic review (2015-2025). Revista Panamericana De Pedagogía, 41. https://doi.org/10.21555/rpp.3476

Copyright (c) 2025 Revista Panamericana de Pedagogía

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Educational inclusion, especially for students with special educational needs, poses a significant challenge in upper secondary education in terms of ensuring equitable academic trajectories. This systematic review aims to identify the empirical studies on teachers’ experiences related to educational inclusion at the upper secondary level, published between 2015 and 2025. The PRISMA methodology and the PEO strategy were used to select 23 studies in English and Spanish, retrieved from the ERIC, EBSCOhost, and Web of Science databases. Through content analysis, the studies were grouped into four categories: inclusive pedagogical practices, structural and institutional barriers, teacher attitudes and beliefs, and professional training. The main findings reveal insufficient teacher training, lack of resources, and rigid curricula, while also highlighting inclusive pedagogical efforts and increased sensitivity to diversity. Teachers’ beliefs can either support or hinder inclusion, depending on the support they receive and the institutional context. The review concludes that educational inclusion depends on both the teacher’s commitment and institutional support, including structural transformations and professional development. This review provides critical evidence to strengthen inclusive policies and practices in upper secondary education.

Keywords

  • Inclusive education,
  • Upper secondary education,
  • Teachers,
  • Special educational needs,
  • Systematic review
PDF (Spanish)

References

  1. Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of Educational Change, 6(2), 109–124. https://doi.org/10.1007/s10833-005-1298-4
  2. Ainscow, M., & Messiou, K. (2021). Inclusive inquiry: An innovative approach for promoting inclusion in schools. Revista Latinoamericana de Educación Inclusiva, 15(2), 23-37. https://doi.org/10.4067/S0718-73782021000200023
  3. Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129–147. https://doi.org/10.1080/08856250210129056
  4. Baltierra-Rojas, Y. A., Ramírez-Iñiguez, A. A., & Reyes-Piñuelas, E. P. (2024). Limitaciones y aciertos de las prácticas inclusivas en docentes de bachillerato desde una aproximación cualitativa. Revista de Educación Inclusiva, 17(2), 153–168. https://revistaeducacioninclusiva.es/index.php/REI/article/view/1011
  5. Batista-Sardain, P. (2019). Indicadores diagnósticos para el estudio del proceso de inclusión-exclusión educativa en la escuela cubana. Revista Universidad de La Habana, (288). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0253-92762019000200186
  6. Bavlı, B., Korumaz, M., & Akar, E. (2020). Visually impaired mentally sighted: An inclusive education case. International Journal of Progressive Education, 16(6). https://ijpe.inased.org/makale/1729
  7. Baykaldı, G., Corlu, M. S., & Yabaş, D. (2024). An investigation into high school mathematics teachers and inclusive education for students with visual impairments. British Journal of Visual Impairment, 42(1), 124–134. https://doi.org/10.1177/02646196231175327
  8. Bojuwoye, O. (2020). Difficulties with implementing policy provisions on special and inclusive education in Nigerian schools: Teachers’ views. Editorial Staff, 2.
  9. Booth, T., & Ainscow, M. (2011). Índice de inclusión: Desarrollo del aprendizaje y la participación en las escuelas. UNESCO; CSIE. https://www.eenet.org.uk/resources/docs/Index%20Spanish%20South%20America%20.pdf
  10. De-Souza, B. (2024). Mitigating policy-to-practice disparities in inclusive education from a bioecological systems perspective: The case of selected secondary schools in the Lower Shire, Malawi. South African Journal of Education, 44, S1. https://doi.org/10.15700/saje.v44ns1a2386
  11. Echeita, G., & Duk, C. (2008). Inclusión educativa. Revista Iberoamericana sobre calidad, eficacia y cambio en Educación, 6(2), 1–8. https://revistas.uam.es/reice/article/view/5436
  12. Escalante-Puma, A., Villafuerte-Alvarez, C. A., & Escalante-Puma, R. (2022). La inclusión en la Educación. Horizontes Revista de Investigación en Ciencias de la Educación, 6(25), 1663-1678. https://doi.org/10.33996/revistahorizontes.v6i25.444
  13. Fazil, H., Arif, M. I., Ahmed, M., & Basit, A. (2022). Professional development of inclusive education teachers and their performance at secondary school level: A correlational study. Turkish Online Journal of Qualitative Inquiry, 13(1).
  14. Florian, L., & Rouse, M. (2009). The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education, 25(4), 594–601. https://doi.org/10.1016/j.tate.2009.02.003
  15. Forlin, C. (2001). The role of the support teacher in Australia. European Journal of Special Needs Education, 16(2), 121–131. https://doi.org/10.1080/08856250110040703
  16. Giné-Giné, C., Font-Roure, J., & Díez-de-Ulzurrun-Pausas, A. (2020). Els centres d’educació especial, suport a la inclusió. Ámbitos de psicopedagogía y orientación, 53(3), 34-48. https://doi.org/10.32093/ambits.vi53.1983
  17. Guirado-Rivero, V. C., García-Navarro, X., & Martín-González, D. M. (2017). Bases teórico-metodológicas para la atención a la diversidad y la inclusión educativa. Revista Universidad y Sociedad, 9(3), 82-88. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202017000300012&lng=es&tlng=es
  18. Higgins, J.P., & Green, S. (2011). Cochrane handbook for systematic reviews of interventions. https://www.cochrane.org/authors/handbooks-and-manuals/handbook
  19. Koutsouris, G., Bremner, N., & Stentiford, L. (2023). Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature. British Educational Research Journal, 50(1), 260–286. https://doi.org/10.1002/berj.3926
  20. Kroesch, A. M., & Peeples, K. N. (2021). High school general education teachers’ perceptions of students with significant disabilities. Research, Advocacy, and Practice for Complex and Chronic Conditions, 40(1), 26–41. https://doi.org/10.14434/rapcc.v40i1.31756
  21. Lagestad, P. A., Rotvik, M. L., Valle, A. M. & Badhanovich-Hanssen, N. (2023). Teachers’ experiences of inclusion in classroom settings. Education Sciences, 13(11), 1136. https://doi.org/10.3390/educsci13111136
  22. Leballo, M., Griffiths, D., & Bekker, T. (2021). Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses. South African Journal of Education, 41(1). https://doi.org/10.15700/saje.v41n1a1835
  23. Manterola, C., Astudillo, P., Arias, E. & Claros, N. (2013). Revisiones sistemáticas de la literatura: Qué se debe saber acerca de ellas. Cirugía Española, 91(3), 149-155. https://doi.org/10.1016/j.ciresp.2011.07.009
  24. Márquez-Cabellos, N.G., & Ramos-Ramírez, B.N. (2023). Camino hacia la inclusión en educación media superior y superior: Voces del profesorado. Revista Panamericana de Pedagogía, 36, 100–111. https://doi.org/10.21555/rpp.vi36.2880
  25. Mokaleng, M., & Möwes, A. D. (2020). Issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke Region of Namibia. Journal of Curriculum and Teaching, 9(2), 78–90. https://doi.org/10.5430/jct.v9n2p78
  26. Montoya-González, A. I., & Vásquez-Atochero, A. (2023). Inclusión educativa en bachillerato: análisis de trece investigaciones publicadas en revistas electrónicas de 2012 a 2022. Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño, 15(29). https://doi.org/10.54104/papeles.v15n29.1303
  27. Naciones Unidas. (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible. https://unctad.org/system/files/official-document/ares70d1_es.pdf
  28. Ndongwa-Bamu, B., De-Schauwer, E., Verstraete, S., & Van-Hove, G. (2017). Inclusive education for students with hearing impairment in the regular secondary schools in the North-West Region of Cameroon: Initiatives and challenges. International Journal of Disability, Development and Education, 64(6), 612–623. https://doi.org/10.1080/1034912X.2017.1313395
  29. Niembro, C. A., Gutiérrez, J. L., Jiménez, J. A., & Tapia, E. E. (2021). La inclusión educativa en México. Revista Iberoamericana de Ciencias, 8(2), 43–51. https://www.reibci.org/publicados/2021/ago/4300108.pdf
  30. Opoku, M. P. (2021). The intentions of teachers towards practicing inclusive education in secondary schools in Ghana: A qualitative study. Africa Education Review, 18(3-4), 93-111. https://doi.org/10.1080/18146627.2022.2150869
  31. Petersson-Bloom, L., & Holmqvist, M. (2022). Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results. Autism & Developmental Language Impairments, 7, 1–15. https://doi.org/10.1177/23969415221123429
  32. Razer, M., Mittelberg, D., Motola, M., & Bar-Gosen, N. (2015). Israeli high school teachers’ perceptions and attitudes towards a pedagogy of inclusion. International Journal of Inclusive Education, 19(9), 944–964. https://doi.org/10.1080/13603116.2015.1019373
  33. Reche-Urbano, E., Boli, E., Sampedro-Requena, B. E., & Quintero-Ordoñez, B. (2024). Factores de incidencia en la percepción del docente de Educación Secundaria griego hacia la educación inclusiva. Relieve, 30(1), Art. 5. https://doi.org/10.30827/relieve.v30i1.26761
  34. Robinson, K. (2018) Four secondary teachers’ perspectives on enhancing the inclusion of exceptional students. Exceptionality Education International 2018, 28(1), pp. 1–21. https://doi.org/10.5206/eei.v28i1.7756
  35. Roose, I., Vantieghem, W., Vanderlinde, R., & Van-Avermaet, P. (2024). Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction. Educational Review, 76(3), 483–505. https://doi.org/10.1080/00131911.2022.2054957
  36. Skidmore, D. (2004). Inclusion: The dynamic of school development. Open University Press.
  37. Specht, J., Miesera, S., Metsala, J., & McGhie-Richmond, D. (2024). Predictors of self-efficacy for inclusive education: A comparison of Canada and Germany. Exceptionality Education International, 34(1). https://doi.org/10.5206/eei.v34i1.16920
  38. Subban, P., Woodcock, S., Sharma, U., & May, F. (2022). Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education, 119, Article 103853. https://doi.org/10.1016/j.tate.2022.103853
  39. Sunza-Chan, S. P., Ramírez-de-Arellano-De-la-Peña, J. A., Sevilla-Santo, D. E., & Martín-Pavón, M. J. (2021). Factores institucionales que constituyen barreras para el aprendizaje en estudiantes de bachillerato en Yucatán. Revista Electrónica en Educación y Pedagogía, 5(9), 83-99. https://doi.org/10.15658/rev.electron.educ.pedagog21.11050907
  40. Taylor, J. P., Rooney-Kron, M., Whittenburg, H. N., Thoma, C. A., Avellone, L., & Seward, H. (2020). Inclusion of students with intellectual and developmental disabilities and postsecondary outcomes: A systematic literature review. Inclusion, 8(4), 303–319. https://doi.org/10.1352/2326-6988-8.4.303
  41. UNESCO. (2015). Garantizando el derecho a una educación inclusiva y de calidad. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura.
  42. UNESCO. (2020). Informe de seguimiento de la educación en el mundo 2020: Inclusión y educación: todos y todas sin excepción. París: UNESCO. https://doi.org/10.54676/WWUU8391
  43. Vivanco-Encalada, J. M. (2024). Estrategias pedagógicas innovadoras para desarrollar inclusión educativa en estudiantes de la ciudad de Loja. Ciencia Latina Revista Multidisciplinar, 8(6), 8856-8867. https://doi.org/10.37811/cl_rcm.v8i6.15572
  44. White, R., Lowery, Ch., & Johnson, J. (2025). Enhancing high-quality education through systemic school leadership: a systematic review. Quality Education for All, 2(1), 227-244. https://doi.org/10.1108/QEA-09-2024-0096
  45. White, J., McGarry, S., Williams, P. J., & Black, M. (2025). “We are running a marathon not a Sprint”: Educators’ experiences and perspectives on inclusion for autistic students through strengths-based approaches in mainstream high schools. The Asia-Pacific Education Research, 34, 1583–1592. https://doi.org/10.1007/s40299-025-00969-z
  46. Yazicioglu, T. (2020) Determining the views of school principals and guidance teachers on inclusive practices at Anatolian high-schools. Journal of Education and Learning, 9(1). https://doi.org/10.5539/jel.v9n1p87
  47. Zapata-Rivera, I. L., López-Estrada, J., & Rivera-Obregón, M. L. (2015). La inclusión educativa: Una mirada desde los docentes-tutores del bachillerato universitario: Retos y desafíos. Revista Ra Ximhai, 11(4 Especial), 355–367. https://doi.org/10.35197/rx.11.01.e2.2015.26.iz
  48. Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African Journal of Disability, 7, https://doi.org/10.4102/ajod.v7i0.391