Reasonable adjustments and their effectiveness in educational inclusion for students with dyslexia and dyscalculia
DOI:
https://doi.org/10.63618/omd/ssjm/v4/n2/73Keywords:
reasonable adjustments, educational inclusion, dyslexia, dyscalculia, literature reviewAbstract
Educational inclusion requires pedagogical responses that go beyond formal access and effectively address the barriers faced by students with dyslexia and dyscalculia. This study aimed to analyze recent evidence on the effectiveness of reasonable adjustments in their educational inclusion. A documentary literature review was conducted using a non-experimental, descriptive-analytical design under PRISMA 2020 guidelines. Fifteen studies published between 2021 and 2025 in Spanish and English were selected. The findings showed stronger evidence for dyslexia than for dyscalculia and indicated that the most useful supports are those linked to specific functional needs, early identification, assessment flexibility, and inclusive teaching practice. It is concluded that the effectiveness of reasonable adjustments depends less on their formal recognition than on their pedagogical, institutional, and contextual integration in order to sustain more equitable educational pathways.
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Copyright (c) 2026 Cuascota-Ulcuango, Julio Ramiro, Mora-Galdos, Nelly Marisol, Velasco-Jiménez, Maura Piedad, Macias-Moreno, Yanine Lusitania, Viteri-Moreta, Maricela Jazmin (Autor/a)
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