Design and implementation of innovative teaching strategies to improve educational accessibility for students with specific needs

Abstract

The article examines the persistence of inclusion gaps that limit the participation of students with specific needs and proposes to analyze the design and application of innovative pedagogical strategies to improve educational accessibility. An exploratory literature review was conducted in recognized databases, with inclusion criteria that prioritized publications from the last decade in Spanish and English, empirical studies, reviews, and peer-reviewed theoretical works; the information was systematized using emerging categories and content matrices. The findings indicate that Universal Design for Learning promotes curricular flexibility and participation, although its impact depends on the quality of implementation and institutional support; accessible digital technologies enhance autonomy and multimodal adaptations, but face barriers in infrastructure and teacher training; active student-centered methodologies promote motivation and equity when designed with sensitivity to diversity; continuous teacher training is a cross-cutting condition for sustaining innovations; and the adaptation of the physical, social, and communicative environment is key to eliminating barriers. It is concluded that accessibility requires a systemic articulation of these dimensions and greater evidence in understudied contexts, especially in secondary education.