Abstract
The implementation of inclusive education in Latin America presents many deficiencies, not only as a result of failures in educational policies, but also due to factors related to society and, especially, teachers. This review article aims to synthesize information from recent studies on the main elements that affect the work of teachers in Latin American countries for the development of inclusive education. Based on the analysis, it can be concluded that the teacher’s work to achieve a quality inclusive education in the near future can be improved with adequate training that equips them with appropriate pedagogical and technological tools for this type of teaching: community awareness activities; the participation and commitment of educational authorities to improve the work environment; and a recognition of the effort that they carry out even with the existing difficulties.
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