Ajustes razonables y su efectividad en la inclusión educativa con dislexia y discalculia
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https://doi.org/10.63618/omd/ssjm/v4/n2/73Palabras clave:
ajustes razonables, inclusión educativa, dislexia, discalculia, revisión bibliográficaResumen
La inclusión educativa exige respuestas pedagógicas que superen el acceso formal y atiendan de manera efectiva las barreras que enfrentan estudiantes con dislexia y discalculia. Este estudio tuvo como objetivo analizar la evidencia reciente sobre la efectividad de los ajustes razonables en su inclusión educativa. Se desarrolló una revisión bibliográfica con enfoque documental, diseño no experimental y orientación descriptivo-analítica, siguiendo los lineamientos PRISMA 2020. Se seleccionaron 15 estudios publicados entre 2021 y 2025 en español e inglés. Los resultados mostraron una evidencia más robusta para dislexia que para discalculia y señalaron que los apoyos más útiles son aquellos vinculados con necesidades funcionales concretas, detección oportuna, flexibilidad evaluativa y práctica docente inclusiva. Se concluye que la efectividad de los ajustes razonables depende menos de su formulación normativa que de su integración pedagógica, institucional y contextual para sostener trayectorias educativas más equitativas.
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Derechos de autor 2026 Cuascota-Ulcuango, Julio Ramiro, Mora-Galdos, Nelly Marisol, Velasco-Jiménez, Maura Piedad, Macias-Moreno, Yanine Lusitania, Viteri-Moreta, Maricela Jazmin (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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