Attention to diversity in the mainstream classroom: challenges and inclusive practices in the education system

Abstract

Attention to diversity in the mainstream classroom has become firmly established as a central pillar of contemporary education systems, as it is aligned with the principles of equity and the guarantee of the right to inclusive and high-quality education. This approach recognises learner heterogeneity as an inherent condition of school contexts and calls for the overcoming of homogeneous pedagogical models that have historically reproduced processes of exclusion. From this perspective, inclusive education goes beyond mere schooling in ordinary classrooms and entails sustained transformations in pedagogical practices, institutional organisation and teachers’ professional conceptions. The study was conducted using a descriptive–analytical documentary approach, focused on the critical analysis of previously published research contributions, whose selection and refinement followed the general guidelines of the PRISMA protocol. The analysis made it possible to identify persistent challenges related to teacher training in inclusive approaches, curricular rigidity, limited availability of pedagogical resources and insufficient institutional support, factors that constrain the effective implementation of inclusive practices in mainstream classrooms. Overall, the findings indicate that addressing diversity requires flexible pedagogical responses, coherence between educational policies, teaching practices and institutional culture, as well as sustained commitment from the education system oriented towards equity and social justice.