Teachers’ dispositions towards inclusion: a systematic review of the literature

Disposiciones docentes ante la Inclusión, una revisión sistemática de la literatura

Inclusive education is a priority for public policies and contributes to social justice and the participation of all in different settings, UNE- SCO, (2016); Factors such as teachers’ dispositions toward students’ diverse conditions affect pedagogical practices within the classroom, UNESCO, (2020) The object of this article is to present the results of a systematic literature review following the guidelines of the PRISMA Declaration. This review aimed to describe and analyze teachers’ dispositions toward inclusive education in basic education contexts. Twenty-two articles published in different databases between 2017 and 2025 were reviewed; these articles met rigorous inclusion and exclusion criteria. The guiding question for the review was: How do teachers’ pedagogical practices relate to their dispositions, in school settings, regarding the educational inclusion of students with disabil- ities? This answer suggests that theory and practice are inconsistent and highlights the need for, and importance of, teacher training to improve teachers’ attitudes and dispositions.