Inclusive education in Latin America: Trajectories of segmented education [Educación inclusiva en América Latina: Trayectorias de una educación segmentada]

This article seeks to support inclusive education, understood according to new challenges, based on the educational needs of each of the students, considering their social, intercultural and/or personal conditions. Educational needs are not labeled at any time by the teacher, they are met with different actions; it is given in an environment of warmth for teachers, students and families, it seeks to achieve in all students their presence, participation and academic success in the different educational levels, as well as study contexts. In this sense, this research identifies and analyzes the trajectories undertaken by Latin American countries to serve populations that have traditionally been excluded from educational services. The research is carried out with a documentary review, based on the analysis of different sources of consultation, which compiled the national trajectories in inclusive education in the countries of the region, according to three important variables such as the presence, participation and success of students. The results show that most countries seek to develop programs linked to the presence and participation of students, while there are fewer interventions to guarantee their success in progressively completing their studies; concluding that countries should guarantee actions for their sustainability © 2022. Revista de Ciencias Sociales. All Rights Reserved.