Multimodal Educational Inclusion: Pedagogical Practices and Curricular Adjustments forStudents with Diverse Needs

Abstract

Multimodal educational inclusion has become a priority in contemporary education systems, integrating face-to-face, virtual, and hybrid modalities to support students with diverse needs. This approach extends beyond the traditional concept of inclusion, which focused solely on physical access to school, by promoting pedagogical, curricular, and technological adaptations that ensure all students participate actively and meaningfully in learning. Multimodality serves as a key strategy for addressing the heterogeneity of contexts, learning styles, and individual abilities, thereby enhancing social justice and educational equity. In Latin America, particularly in Ecuador, Mexico, and Argentina, the implementation of multimodal inclusion faces challenges related to social inequality, limited technological infrastructure, teacher training, and the availability of accessible educational resources. Nevertheless, opportunities emerge through public policies oriented towards equity, pedagogical innovation, and the use of inclusive technologies. A critical review of pedagogical practices and curricular adjustments in these countries enables the identification of progress, limitations, and best practices, providing a comprehensive perspective that strengthens multimodal inclusive education. Systematic literature review using rigorous protocols ensures structured analysis and highlights how these strategies contribute to equity and the effective support of diverse student populations.