Objective:

To establish the incidence of didactic strategies in the development of inclusive practices in teachers of regular secondary education.

Methodology:

This study is framed in the positivist paradigm of quantitative focus, substantive type, non-experimental design, causal correlation.

Results:

The results show low levels of the use of didactic strategies to develop inclusive practices by secondary education teachers.

Conclusion:

Didactic strategies influence the development of inclusive practices in secondary education teachers since the authenticity ratio of the ordinal logistic regression model is significant p< 0.05, and the incidence is explained in a 55.9% of the predictor variables: motivation, problematization, collection of previous knowledge, purpose of the session, management and accompaniment, application or transfer and evaluation in the development of inclusive practices of secondary education teachers.

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