<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642024000100484</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v8i32.739</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Necesidades educativas especiales y práctica docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Special education needs and teaching practice]]></article-title>
<article-title xml:lang="pt"><![CDATA[Necessidades educacionais especiais e prática de ensino]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montoya]]></surname>
<given-names><![CDATA[Anghela Magaly Rojas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<numero>32</numero>
<fpage>484</fpage>
<lpage>496</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642024000100484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642024000100484&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642024000100484&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio se centra en tres dimensiones esenciales para mejorar la educación inclusiva: las Necesidades Educativas Especiales (NEE), la Práctica Docente (PD), y el Acondicionamiento Intrínseco de la Infraestructura Educativa (IIEE). Las NEE se definen como barreras que restringen el derecho a la educación, enfocándose en superar obstáculos del sistema educativo más que en las condiciones individuales de los estudiantes. La PD se aborda como la manifestación de la idoneidad del maestro para sortear las dificultades de los estudiantes con NEE desde una perspectiva sistémica. Además, se destaca la importancia del acondicionamiento intrínseco de la IIEE para promover la innovación y la atención integral. La metodología empleada incluyó la revisión bibliográfica de 84 artículos, seleccionando 23 para una Revisión Sistemática (RS) posterior. La RS reveló estrategias efectivas, como la co-enseñanza, la promoción de habilidades comunicativas, la capacitación continua de docentes, el seguimiento y supervisión, y el papel crucial de la tecnología en la educación inclusiva. Estas propuestas, adaptadas a la realidad latinoamericana, ofrecen soluciones concretas para mejorar la práctica docente y avanzar hacia una educación inclusiva de calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study focuses on three essential dimensions to improve inclusive education: Special Educational Needs (SEN), Teaching Practice (PD), and Intrinsic Conditioning of Educational Infrastructure (IIEE). SEN are defined as barriers that restrict the right to education, focusing on overcoming obstacles of the educational system rather than on the individual conditions of students. PD is approached as the manifestation of the teacher's suitability to overcome the difficulties of students with SEN from a systemic perspective. In addition, the importance of the intrinsic conditioning of the IIEE to promote innovation and comprehensive care is highlighted. The methodology employed included the literature review of 84 articles, selecting 23 for a subsequent Systematic Review (SR). The SR revealed effective strategies, such as co-teaching, promotion of communication skills, continuous teacher training, monitoring and supervision, and the crucial role of technology in inclusive education. These proposals, adapted to the Latin American reality, offer concrete solutions to improve teaching practice and move towards inclusive quality education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo se concentra em três dimensões essenciais para melhorar a educação inclusiva: Necessidades Educacionais Especiais (NEE), Prática de Ensino (PD) e Condicionamento Intrínseco da Infraestrutura Educacional (IIEE). As NEE são definidas como barreiras que restringem o direito à educação, com foco na superação de obstáculos no sistema educacional e não nas condições individuais dos alunos. O DP é abordado como a manifestação da capacidade do professor de superar as dificuldades dos alunos com NEE a partir de uma perspectiva sistêmica. Além disso, destaca-se a importância do condicionamento intrínseco do IIEE para promover a inovação e o atendimento holístico. A metodologia empregada incluiu uma revisão da literatura de 84 artigos, selecionando 23 para uma Revisão Sistemática (RS) subsequente. A RS revelou estratégias eficazes, como o ensino conjunto, a promoção de habilidades de comunicação, o treinamento contínuo de professores, o monitoramento e a supervisão e o papel crucial da tecnologia na educação inclusiva. Essas propostas, adaptadas à realidade latino-americana, oferecem soluções concretas para melhorar a prática docente e avançar rumo à educação inclusiva de qualidade.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
<kwd lng="es"><![CDATA[Necesidades educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Necesidades especiales]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Educational needs]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Special needs]]></kwd>
<kwd lng="pt"><![CDATA[Prática de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades especiais]]></kwd>
</kwd-group>
</article-meta>
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