Pedagogical Strategy for the Inclusion of Students with Diversity in Primary Education.

Abstract

This article presents an analysis of the impact of socio-emotional competencies on strengthening inclusive pedagogical practices, with a focus on Hicayagua Primary School in the Dominican Republic. The general objective of this research was to develop a pedagogical strategy for the inclusion of students with diverse backgrounds in primary education at Hicayagua Primary School, Educational District 05-10 Guaymate. The study was conducted under a mixed-methods approach, integrating qualitative and quantitative methods, with the purpose of diagnosing teaching practices related to attention to diversity. Information was collected through interviews, questionnaires, and direct classroom observation. The results revealed limitations in the application of inclusive strategies, curricular adaptations, and the use of differentiated teaching resources, which affected the  participation and  learning of some students. Likewise, the need to strengthen teacher training and pedagogical support was identified to promote more equitable attention to diversity. Based on these findings, a pedagogical strategy was designed that included training actions, methodological adjustments, and the use of inclusive resources aimed at reducing barriers to learning and participation. The conclusions indicate that the implementation of inclusive pedagogical practices significantly contributes to improving classroom climate, student participation, and the quality of the educational process. Furthermore, the importance of institutional and teacher commitment is highlighted to ensure the sustainability of the strategy and its positive impact on primary education.