Contemporary pedagogical approaches in special education: challenges and perspectives for addressing diversity

Abstract

Special education has undergone a profound transformation over recent decades, characterised by the recognition of diversity as a structural principle rather than an exception within current educational systems. In this context, contemporary pedagogical approaches have progressively moved away from traditional, deficit-focused, and welfare-oriented models, advancing towards inclusive practices that value each student’s abilities, needs, and learning potential. This paradigmatic shift is closely linked to international regulatory frameworks that regard education as a fundamental, universal, and inalienable human right. The present study, based on an analytical and critical documentary review following the guidelines of the PRISMA method, focused on critically examining the theoretical foundations, research background, challenges, and emerging perspectives of these pedagogical approaches, without addressing practical implementation or direct measurement of variables. The analysis demonstrated significant progress in conceptualising attention to diversity from an inclusive perspective that recognises student heterogeneity as a valuable resource in the educational process. The need to move away from segregative models towards practices that promote equity, active participation, and meaningful learning in mainstream educational settings was reaffirmed.