dc.contributor.authorGarcía-Barrera, Alba
dc.date.accessioned2022-10-25T09:25:40Z
dc.date.available2022-10-25T09:25:40Z
dc.date.issued2022-06-01
dc.identifier.issn0726-416X
dc.identifier.urihttp://hdl.handle.net/20.500.12226/1291
dc.description.abstractOne of the most complex tasks for teachers is overcoming the enormous challenge of teaching in inclusive classrooms. These classrooms include students who differ in multiple and varied dimensions, requiring the teacher to offer each one the resources and educational strategies required to fully develop their individual potential. There are still many barriers that hinder this process. This article examines the scientific literature of the Web of Science (WoS) amd analyses the obstacles and impediments that persist when developing an inclusive education in the compulsory stages of school. The aim is to understand the situation in which we find ourselves, and to look for new lines of that which can contribute to the advance towards a holistic and personalised educational model.es
dc.language.isoenes
dc.titleBarriers to the implementation of inclusive education. A review of WOS literaturees
dc.typearticlees
dc.description.course2021-22es
dc.identifier.doihttps://doi.org/10.7459/ct/37.1.03
dc.identifier.essn2201-0602
dc.issue.number1es
dc.journal.titleCurriculum & Teachinges
dc.page.initial31es
dc.page.final54es
dc.publisher.departmentDepartamento de Magisterio de Educación Primariaes
dc.publisher.facultyFacultad de Ciencias de la Salud y de la Educaciónes
dc.publisher.group(GI-21/1) Grupo de investigación para la Mejora de los Procesos Educativos (ProEdu)es
dc.rights.accessRightsopenAccesses
dc.subject.keywordeducational needses
dc.subject.keywordequal opportunityes
dc.subject.keywordinclusive educationes
dc.subject.keywordindividual differenceses
dc.volume.number37es


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