Inclusive Education and Its Legal Framework: Evaluation of the Compliance with Inclusive Education Policies and Their Impact on Pedagogical Practices in Primary Education

Abstract

Inclusive education is established as a fundamental principle in contemporary educational systems, aimed at ensuring that all students have access, active participation, and holistic development, regardless of their personal, social, or cultural characteristics. Its implementation involves transforming pedagogical practices and school environments, promoting equity, educational justice, and equal opportunities, being not only a fundamental right but also a key factor for social progress and individual development. The legal framework supporting inclusive education sets out guidelines, policies, and regulations that must be translated into effective practices within basic education institutions; however, ensuring their compliance and effectiveness remains a significant challenge. The literature reviewed through a rigorous bibliographic analysis, structured according to the PRISMA protocol, allows an examination of the alignment between regulations and actual educational practice, identifying strengths, limitations, and areas for improvement. Inclusion processes require a systemic approach that integrates the student, family, educational community, and institutional resources, as coordination among these actors directly influences the effectiveness of strategies and learning outcomes. The lack of resources, specialised support, and teacher training limits the implementation of inclusive practices, highlighting the need for comprehensive policies that prioritise equity, accessibility, and institutional commitment at all educational levels.