Inclusive strategies to address diversity: Implications for the comprehensive development of students

This article explores how inclusive strategies in the classroom can contribute to addressing the diversity of learning, promoting the comprehensive development of students. The purpose was to analyze the effectiveness of approaches such as Universal Design for Learning (UDL), cooperative learning, co-teaching, socio-emotional education and ICT, in the context of inclusive education. Through a literature review, structural barriers and empirical gaps were identified that hinder the effective implementation of these strategies, such as the lack of teacher training, the lack of student voice, and the disconnection between inclusive discourse and school practices. The results show that, although these strategies have a high potential to improve inclusion, their effectiveness is conditioned by the lack of resources and adequate support. It is concluded that to move towards plural inclusion, it is necessary to adopt a relational and ethical approach, which values ​​diversity as an educational resource and promotes the active participation of students. This requires a change in educational policies and a more effective integration of innovation with equity.