Estrategias de formación docente en adaptaciones curriculares significativas para NNE: desafíos, modelos innovadores y mejora de la inclusión escolar

Inclusive education requires teachers to plan and implement meaningful curriculum adaptations for students with special educational needs; however, training is often sporadic and has little impact on specific classroom decisions. This study therefore critically reviews teacher training strategies and implementation conditions that improve school inclusion. An exploratory literature review was conducted using a predefined protocol, searching highly indexed databases and complementary repositories, with a two-stage selection process by reviewers and a narrative thematic synthesis with methodological quality assessment. The findings converge on the most promising strategies combining proactive curriculum design through universal design for learning with differentiated instruction, sustained collaboration such as co-teaching and professional communities, and integrated multilevel support systems with instructional accompaniment and data use. When implemented faithfully and with protected time, they tend to be associated with small to moderate improvements in participation and achievement, mediated by self-efficacy and institutional coherence. It is concluded that sustainable improvement requires situated professional development, with modeling, guided practice, observation, and feedback, articulated with pedagogical leadership and routines for continuous improvement.