Execution of Inclusion Protocols in the Population with Functional Diversity in Latin America. A Bibliographic Review

Abstract

The purpose of the review was to identify the educational inclusion guides in Latin America in bibliographic content, and to infer whether their execution has become a protective or violating factor. From some of the work already carried out, this contextual article arises, where 30 bibliographic references were interpreted, the vast majority indexed. Coming to the conclusion that the lack of knowledge about policy and processes of many teachers and parents limits inclusion only to student access, after which the respective adjustments in content and infrastructure are not effectively made.