Inclusive Education in the Spanish Writing in Third Grade of Primary School of Colombia

Abstract

This scoping review article has as its main objective to map inclusive education, its absences and trends, in available academic evidence, developed in public and private schools in Colombia, in which the writing of Spanish was promoted with third-grade primary school students. For this purpose, a theoretical methodology based on critical literature review was employed under the PRISMA 2020 process. The findings were organized into two moments: the first identifies inclusion in the initiatives evaluated, and the second highlights inadequate interventions in the Spanish area. In this regard, there were found 10 research studies in the language area, developed between 2020 and 2025. It can be concluded that the proposal examined presents certain gaps in the creation of environments with equal opportunities, learning from differences and the construction of more friendly educational environments for living with dignity.