Practical challenges and resource limitations faced by teachers when implementing inclusion policies in large classrooms

Abstract

Introduction: Educational inclusion in Ecuador faces significant barriers. The literature has documented challenges, but no quantitative synthesis exists on resource limitations in large classrooms. Materials and Methods: A bibliographic review with bibliometric methods was conducted. The Scopus, Web of Science, and SciELO databases were consulted between 2018 and 2023. A total of 78 documents were analyzed using productivity, co-authorship, and term co-occurrence indicators. Results: Scientific production grows at 12% per year. 68% of studies identify lack of teacher training as the main challenge. 54% indicate scarcity of adapted materials. Discussion: The results confirm regional patterns, although Ecuador shows lower academic production on the topic. Conclusions: It is concluded that there is a mismatch between high practical demand and low national scientific production. More empirical research with experimental designs is required.