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Item type: Ítem , Access status: Acceso Abierto , “Incidencia del salario mínimo en el empleo informal por sectores económicos en Ecuador durante el período 2011–2024”(Universidad Católica de Cuenca, 2026) Pilay Quizhpi , María Isabel; Carriel Bustamante, Viviana Verónica; 0107050940Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto(Universidad Católica de Cuenca., 2026) Naranjo Ordoñez, Katherine Denisse; Pacheco Quito , Edisson Mauricio; 0106488364Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca, 2026) Perez Reyes, Yaritza Anahi; Castillo Ortega, Yonimiler; 0106261100Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Mosquera Freire, Ariana Paola; Oshi Nakalema, Sarah; 0106756448Item type: Ítem , Access status: Acceso Abierto , Inclusive English Learning For Primary Students with Special Educational Needs: a Literature Review(Universidad Católica de Cuenca, 2026) Hernández Garzón, Josseline Pamela; Villacrés Ochoa, Yessenia Elizabeth; 0106050248This article presents a systematic literature review on inclusive English as a Foreign Language (EFL) learning for primary students with special educational needs (SEN). Inclusive education is a fundamental principle to guarantee equal education, however its application in English teaching as a foreign language (EFL) in primary education still presents some difficulties especially in the context of students with special educational needs based on the Ecuadorian context these limitations are related to teacher training while having a lack of resources as well as the gap between theory and pedagogical practice. The objective of this study is to analyze the inclusive strategies in English teaching as a foreign language in primary education recognized in the literature as effective for students with special educational needs as well as the impact reported in their learning. The investigation took a qualitative approach with a descriptive and analytical design through a systematic literature review based on the PRISMA 2020 guidelines, searches were conducted in Google Scholar, ResearchGate and the Universidad Católica de Cuenca library, the considered studies had to be from the last five years which in the end 30 studies were analyzed. The results identified recurrent strategies such as differentiated instruction, multisensorial approaches, Universal Design for learning (UDL) and the use of adaptive educational technologies, all of these were associated with improvements of participation, motivation and the academic performance of students with special educational needs. In conclusion differentiated instruction, UDL and educational technology are effective strategies in English learning for SEN students. However, its application is limited due to the lack of teacher training which evidences the need to improve inclusive education capacitation.
