Educación inclusiva: del discurso a la práctica en el aula regular

Objective: This article analyzed, in a systematic and critical way, the gap between the discourse of inclusive education and its implementation in the regular classroom, with special attention to the pedagogical, institutional and policy factors shaping that process. Methodology: A descriptive-analytical systematic literature review was conducted following the PRISMA 2020 statement. The search was carried out between January and March 2024 in seven academic databases and repositories. A total of 847 records were identified, and, after duplicate removal and the application of inclusion and exclusion criteria, the final corpus comprised 87 documents published between 2019 and 2024. Data were examined through reflexive thematic analysis. Results: The findings showed a persistent gap between inclusive regulations and actual classroom practices. Recurring problems included impoverished curricular adaptations, delegation of responsibility to support teachers, insufficient teacher preparation, curricular rigidity, and material and attitudinal barriers. The review also revealed a recent increase in scientific production, although Latin American evidence remained underrepresented. Conclusions: Effective inclusive education did not depend solely on the existence of formal regulations, but on sustained changes in school culture, teacher education, institutional management and the availability of support systems. This evidence highlighted the need to strengthen classroom-oriented policies, foster professional learning communities and expand context-sensitive research in Latin America.