Abstract
Guaranteeing an Inclusive Education (IE) has become a priority of European countries since the publication of the Council Recommendations of 2018 and 2022. The focus is not only on the pupils with special needs but encompasses all students, designing teaching and learning processes which consider differences and active roles of pupils. The goal is to provide equal opportunities and means for success, fostering not differentiated experiences but universally flexible and accessible ones. Schools often encounter challenges when determining necessary modifications to create more inclusive learning environments. This communication explores how Innovative Learning Environments (ILE) can assist schools in addressing these needs. To develop this exploration, we conducted a documentary review following the Preferred Reporting Items for Systematic Reviews (PRISMA) methodology (Page et al., 2021). The results compile various aspects of ILE that support the creation of an inclusive education situation. This includes examining different characteristics of the methodologies employed in these environments, the design of spaces with innovation and accessibility in mind (such as open or zonified areas), and the utilization of ICT to enhance the learning process. The review confirms that ILEs are suitable environments for providing inclusive education, considering specific characteristics or strategies identified in the literature as successful. These include a student-centred methodology, group work, flexible spaces, digital tools, the presence of special education teachers, multi-level classes, peer support, and training for both teachers and students, among others.
Author Information
Amelia Granda-Pinan, University of Valencia, Spain
Jacobo Roda-Segarra, University of Valencia, Spain
Santiago Mengual-Andrés, University of Valencia, Spain
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