Inclusión educativa de adolescentes con discapacidad en el nivel de secundaria en instituciones educativas de América Latina: revisión sistemática.

Objective: to carry out a systematic review on the educational inclusion of adolescents with disabilities at the secondary level in educational institutions in Latin America. Method: 33 scientific articles from the databases: Scopus, EBSCOhost, SciELO, Dialnet, REDIB and Redalyc were analyzed under the criteria of the PRISMA protocol. Results: three dimensions were identified: types of disability, resources that favor the implementation of educational inclusion, and barriers; both of these are described according to the pedagogical and psychological elements. Visual and hearing disabilities are mainly related to pedagogical studies, while intellectual disabilities are related to interaction and self-determination. Conclusion: there is clarity in the regulations and conceptions on educational inclusion and disability; however, the adjustments in the educational system are not completely in tune because infrastructure, political, pedagogical and cultural barriers persist that slow down the achievement of inclusive educational models. [ABSTRACT FROM AUTHOR]