Strategies and methods for serving students with special needs in basic education: A systematic review.

Abstract

The objective of this article was to analyze the inclusive strategies and methods that favor the learning, participation and comprehensive development of students with special educational needs at the basic education level. The study was developed under a qualitative-descriptive approach and was based on a systematic review of recent scientific literature 2020-2025, using the PRISMA protocol for the selection and analysis of 16 relevant studies, located in databases such as ERIC, SciELO, Scopus and Google Scholar. In relation to the first objective, strategies such as cooperative learning, the use of multisensory resources, curricular adaptations, peer tutoring, co-teaching and the incorporation of Universal Design for Learning were identified, all of them aimed at responding to diversity in the classroom. As for the second objective, studies show that these methodologies have positive effects on academic, emotional and social development, strengthening skills such as reading, writing, self-esteem, communication and teamwork. Finally, with respect to the third objective, challenges such as lack of teacher training, scarcity of resources and weak institutional articulation were identified, although opportunities such as the use of technologies, collaborative planning and family involvement are also highlighted. The study provides a clear and updated systematization of effective inclusive practices, useful for researchers, teachers and education policymakers, as it shows that inclusion is not achieved only with regulations, but with contextualized and sustained strategies that guarantee the right to quality education for all.