Support for Learners with Disabilities in Primary Education: Toward High-Quality Inclusive Systems

Atención a estudiantes en situación de discapacidad en educación primaria: hacia sistemas inclusivos de calidad

Abstract

The educational inclusion of students with disabilities in primary school is an ethical and legal imperative, grounded in the Social Model of Disability which prioritizes the removal of barriers. Despite regulatory advances, challenges persist, such as a lack of resources, insufficient teacher training, and attitudinal barriers that limit access, participation, and learning. This article analyzes these challenges from the teacher's perspective and current theoretical frameworks, proposing that transformation requires systemic strategies, such as the implementation of Universal Design for Learning (UDL), continuous teacher training, and infrastructure adaptation. It concludes that building a genuinely inclusive primary education requires a joint political, social, and pedagogical commitment to guarantee the right to quality education for all.