Inclusive education in motion | Educación inclusiva en movimiento
Systematic review of the transition of educational centers to inclusive models | Una revisión de alcance de la transición de centros educativos hacia modelos inclusivos
Abstract
This article presents a scoping review of the transition from Special Education Centers (SEC) to Support and Resource Centers for Inclusive Education (CRAEI, by its Spanish acronym), in line with the Convention on the Rights of Persons with Disabilities (UN, 2006). Using the PRISMA methodology, studies published between 2010 and 2023 were examined, covering a range of regions and educational contexts. The findings reveal that, although countries have shown a commitment to transforming their educational systems, the shift towards an inclusive model has been slow and uncoordinated, with many still practising the segregation of pupils with disabilities. Key roles for CRAEI were identified, including teacher advisory, provision of resources and support, direct classroom intervention, and coordination among educational institutions. However, the absence of a clear protocol and structural and cultural resistance to change have hindered the effective implementation of these functions. The discussion highlights the need for a robust legal framework and a collaborative approach to overcome existing barriers and to achieve genuine, sustainable educational inclusion across all levels of the education system.
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