Differentiated Methodological Strategies for Inclusive Education in Basic Education: Scoping Review

Abstract

In response to SDG 4 which seeks quality education, differentiation as a pedagogical approach to broad contexts of students with and without learning problems, it is necessary for teachers to know the differentiated strategies that allow them to satisfy the educational needs of students. The main objective of this work was to provide a systematization of the scope of the literature on differentiated methodological strategies for inclusive education in basic education, according to the journals indexed in the database Scopus, Web of Science, and Eric, taking as its beginning the year 1999, the year of the internationalization of the term differentiation with the work of Tomlinson. The Prisma methodology was applied, selecting 78 investigations and 30 articles as the final sample. For the purposes of synthesis and analysis of the findings, 6 macro categories have been categorized: in the context of each country, in school study areas, in the classroom, differentiated strategies, over-age and effective strategies, and disability. In conclusion, it was found that in various scenarios, attention to diversity through differentiated strategies benefits learning.