Offering access to culture and education to all citizens is a challenge nowadays, inclusive and accessible spaces are increasingly necessary if we really want to offer equal opportunities to all people regardless of their condition, physical or health. This systematic review study aims to investigate the situation of accessibility in museums and other cultural spaces as alternative learning spaces. It analyzes the historical evolution of cultural spaces as learning spaces and analyzes the reality of these spaces in terms of their accessibility conditions. For this purpose, an exhaustive search of documents was carried out between 2015 and 2021, following the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) statement, from the Web of Science (WOS), Scopus and Dialnet databases. After the analysis and application of selection criteria, a total of 17 documents were found that show the transformation of these cultural spaces, the improvement of their accessibility and adaptation to the new times. The need to offer cultural spaces for all is a challenge that must be consolidated as a social value.

This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

In today’s society, high-quality educational contexts must include intercultural education and educational inclusion as main elements of school culture. Equity, social justice, and equal opportunities for everybody require the construction of flexible processes, relationships, and organizational structures open to diversity. This paper presents an updated review of studies focusing on models of educational responses adapted to cultural diversity. It analyzes the response of schools as collaborative communities in intercultural education and their reality as inclusive and intercultural communities. An exhaustive search of documents was carried out, consulting the Web of Science (WoS), Scopus, and Dialnet databases. After analyzing and applying inclusion and exclusion criteria, 21 documents were identified that showed the structural, cultural, and relational transformation of educational centers and the improvement of their organizational and public response and adaptation to current needs. The challenge of building intercultural educational contexts is a concern for schools and the educational agents who coexist in them.

Many academics working in the field of education have written about children with autism spectrum disorder (ASD) and its variant, specifically Asperger’s Syndrome. This research aims to analyze and assess the studies and psycho-pedagogical actions developed to understand the actual experience of the families around the stress derived from the presence of a child with ASD. To this end, the strategies used by the families to deal with this situation should be assessed. This paper presents a systematic review based on an exhaustive search in key databases involving a total of 16 updated studies, published between 2010 and 2020, and a selection process that looked at results from five perspectives: causes of stress, strategies used by fathers, mothers, and siblings to manage the stress, more frequent intervention models, and the importance of the family–school relationship in coping with the reality and needs of these children.

The COVID-19 pandemic caused the closure of educational centers, forcing the teaching–learning process to become virtual at all levels of the educational system. The main objective of this study was to describe and analyze how students with autism spectrum disorder (ASD) and their parents perceived their quality of life and the educational response offered during the COVID-19 pandemic. This study was conducted with 50 students with grade 1 ASD, aged 8–11 years, and their parents. The methodology used was qualitative and descriptive, with semi-structured, individual interviews. The data were analyzed using the MAXQDA 2020 program. The results show that students with ASD state that they need social contact and that the fact of not experiencing it, as occurred during the COVID-19 situation, had a negative impact on their perception of their quality of life, as well as the perception of their parents, significantly affecting their emotional well-being. Likewise, it was detected that both students with ASD and their parents perceived that the educational response was inadequate during that period.

COVID-19 has provoked a rapid adaptation in the post-pandemic period, posing a great challenge for all areas, particularly education. This paper presents an action-research study in a Spanish educational institution, aiming to determine the emotional impact that COVID-19 has left on primary school students, with special attention to students with specific educational needs (SEN). In addition, the aim was to articulate a proposal for improving emotional education addressed at school. As a result of this study, the socio-affective needs of the pupils and the benefits of psychomotricity and artistic education for strengthening emotional development have been discovered. As a result, an innovative project has also been proposed for educational guidance and tutoring at CPEIPS La Salle La Laguna, based on the programming of cross-cutting units in various subjects to optimize the socio-emotional and psychomotor development of the students.