A SYSTEMATIC REVIEW OF ELEARNING STRATEGIES FOR TRAINING TEACHERS IN AN INCLUSIVE PERSPECTIVE THROUGH COMMUNITIES OF PRACTICE
A SYSTEMATIC REVIEW OF ELEARNING STRATEGIES FOR TRAINING TEACHERS IN AN INCLUSIVE PERSPECTIVE THROUGH COMMUNITIES OF PRACTICE

Summary/Abstract: This paper is a systematic review within the framework of Communities of Practice, in secondary schools that have been carried out in the inclusive education from 1990 to 2021, published in English. The inclusive education of children with special educational needs can represent for school and education in general an opportunity to benefit from multitude of resources and potentials that the actors of the instructive-educational process have. Implementation of inclusive education (IE) has been a major challenge around the globe during the last 20 years. In the last 10 years, there has been evidence the idea of making education more inclusive. Meanwhile, the problem of strategies and methods of teacher training in this field has been considered the path to access to the goals of IE, being known that openness cannot increase in the absence of a strong relationship between the teacher and the student. Therefore, positive attitudes toward the inclusion of children with special educational needs (SEN) have been essential for the successful implementation of it. This requires collaboration and practice between different professionals as teachers, schools’ managers, and support specialist from specialised centres not only teacher student. The result of this systematic review exposed that training and learning from each other have contributed to find the best solution for articulate implementation of inclusive education through Communities of Practice (CoP).

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