Multigrade teaching in schools: A Case Study of an Uruguayan Teacher

The study aims to explore how these practices contribute to inclusive education and equity. Data were collected through three in-depth interviews with the teacher, complemented by an analysis of twelve pedagogical documents.

The dataset includes thematic content analysis of the interviews and documents, revealing key insights into the teacher's innovative strategies, curricular adaptations, and classroom management techniques in response to emerging challenges. While focused on a single case, the findings highlight the potential of multigrade teaching to foster quality education and meaningful learning through authentic inclusion.