Teaching and school practices that limit the inclusive teaching and learning process.

Abstract

This study is framed within the interpretive paradigm, which aimed to explore teaching and school practices that limit inclusive teaching and learning processes. The informants were 12 primary school teachers from the southern part of the state of Sonora, Mexico. The data collection technique was structured interviews. The main findings identified barriers such as lack of resources, inadequate infrastructure, exclusionary events, and imbalances in the distribution of students with special needs. Likewise, the need for continuous training, family involvement, and interdisciplinary collaboration to overcome micro-exclusions and promote equity was highlighted. The role of Universal Design for Learning and differentiated instruction was emphasised, revealing gaps between educational policies and their actual implementation.