Importance of Interactions and their Relationship to Learning Systematic Review
Abstract The objective of this article was to demonstrate the importance of classroom interactions and their relationship with learning within the framework of inclusive education. These interactions facilitate socioemotional development and promote participation in learning processes for all students. To achieve the objective of this study, the PRISMA methodology (Page et al., 2021) was implemented, with a sample of academic studies that address pedagogical practices that favor interactions between teachers and students in the classroom. The analysis was conducted from a qualitative perspective, where recommendations for the use of collaborative, technological and creative educational strategies, as well as institutional support and teacher training as key factors in promoting quality interactions were highlighted as the main findings. The studies pointed to the need for greater institutional commitment and more robust policies that provide adequate resources and relevant training for teachers. Finally, it was suggested that future research should delve deeper into the implementation of policies and training programs that consolidate an education that addresses the educational and social needs of all students.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Abdalla, N., Mohammed, E. y Mohamed, R. (2021) The social and psychological effects of inclusive education of persons with hearing disability in society: A field study at the disability resource center. Sustainability (Switzerland), 13(22). https://doi.org/10.3390/su132212823
Afanasenko, V., Komar, T., Potapchuk, O., Podkorytova, L. y Havrylkevych, V. (2021). Socio-psychological features of students with special educational needs as a cause of conflicts in inclusive groups. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12, 01-17. https://doi.org/10.18662/brain/12.2/18
Álvarez-Huerta, P., Muela, A. y Larrea, I. (2022). Disposition toward critical thinking and creative confidence beliefs in higher education students: The mediating role of openness to diversity and challenge. Thinking Skills and Creativity, 43. https://doi.org/10.1016/j.tsc.2022.101003
Ari, R., Altinay, Z., Altinay, F., Dagli, G. y Ari, E. (2022). Sustainable management and policies: The roles of stakeholders in the practice of inclusive education in digital transformation. Electronics (Switzerland), 11(4). https://doi.org/10.3390/electronics11040585
Attard, N. y Booth, N. (2023). Autism and mainstream education: The parental perspective. International Journal of Educational Research, 121, 102234. https://doi.org/10.1016/j.ijer.2023.102234
Avramidis, E., Aroni, K. y Strogilos, V. (2022). Social participation and quality of best friendship of students with moderate learning difficulties in early adolescence: A longitudinal study. Australasian Journal of Special and Inclusive Education, 46(1), 74-87. https://doi.org/10.1017/jsi.2022.3
Baek, C., Aguilar, S. J. y Warschauer, M. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140. https://doi.org/10.1016/j.tate.2024.104488
Barnes, N., Fischer, S. y Kilpatrick, S. (2024). Going above and beyond: Realigning university student support services to students. International Journal of Educational Research, 124. https://doi.org/10.1016/j.ijer.2023.102270
Biasutti, M. y Concina, E. (2021). Including migrant students in the primary school: Perspectives of Italian principals. International Journal of Educational Management, 35(5), 984-999. DOI 10.1108/IJEM-01-2021-0028
Bøe, M., Heikka, J., Kettukangas, T. y Hognestad, K. (2022). Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103787
Brekke, I., Alecu, A., Ugreninov, E., Surén, P. y Evensen, M. (2023). Educational achievement among children with a disability: Do parental resources compensate for disadvantage? SSM - Population Health, 23. https://doi.org/10.1016/j.ssmph.2023.101465
Caballero, M. y Llorent, V. J. (2022). The effects of a teacher training program on neuroeducation for improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study. Revista de Psicodidáctica, 27(2), 158-167. https://doi.org/10.1016/j.psicod.2022.04.001
Chen, Y. L., Martin, W., Vidiksis, R. y Patten, K. (2023). “A different environment for success:” A mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club. International Journal of Developmental Disabilities, 69(5), 73-747. https://doi.org/10.1080/20473869.2021.2001729
Coelho, V., Cadima, J. y Pinto, A. I. (2023). Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity. Journal of Applied Developmental Psychology, 86. https://doi.org/10.1016/j.appdev.2023.101518
Corral-Granados, A., Smeplass, E., Rapp, A. C. y Eide Isaksen, G. (2023). A study on children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools. Children and Youth Services Review, 154. https://doi.org/10.1016/j.childyouth.2023.107063
Daelman, S., De Schauwer, E. y Van Hove, G. (2022). Connective collaboration around Alex-A constant searching around inclusive education. Journal of Disability Studies in Education, 3(1), 29-56. https://doi.org/10.1163/25888803-bja10015
De Boer, A. y Kuijper, S. (2020). Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2020.1790884
Dietrich, L., Jurkowski, S., Schwarzer, N. H. y Zimmermann, D. (2023). The role of teachers in the bullying involvement of students with emotional and behavioral difficulties. Teaching and Teacher Education, 135. https://doi.org/10.1016/j.tate.2023.104311
Eldstål-Ahrens, L., Nilsen, M. y Pramling, N. (2022). Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions. Learning, Culture and Social Interaction, 35. https://doi.org/10.1016/j.lcsi.2022.100648
Freer, J. R. R. (2021). The tripartite intervention: Breaking down attitudinal barriers in education. Journal of Disability Studies in Education, 2(1), 50-76. https://doi.org/10.1163/25888803-bja10006
Gawo, G. y Tafesse, M. (2024). The involvement of marginalized Menja society children in primary education: A case study of the Bench Sheko Zone, Ethiopia. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100782
Gill, A., Irwin, D., Towey, D., Zhang, Y., Long, P., Sun, L., YU, W. y Zheng, Y. (2024). Implementing Universal Design through augmented-reality game-based learning. Computers and Education: X Reality, 4, e100070. https://doi.org/10.1016/j.cexr.2024.100070
Gordillo, M. y Prado, V. (2024). Formación docente y práctica pedagógica en la educación inclusiva: revisió sistemática. Ciencia y Educación, 8(2), 75-93. https://doi.org/10.22206/cyed.2024.v8i2.3104
Heller, V. (2023). Touch in learning interactions with autistic children: Socializing attention and engagement. Learning and Culture, 41. https://doi.org/10.1016/j.lcsi.2023.100731
Higgins, J. P. T. y Green, S. (Eds.) (2011). Cochrane handbook for systematic reviews of interventions version 5.1.0 The Cochrane Collaboration, 2011. www.cochrane-handbook.org
Jepson, W. y Ehrlin, A. (2021). Liminal spaces and places- Dilemmas in education for newly arrived students. International Journal of Educational Research Open, 2, 100078 https://doi.org/10.1016/j.ijedro.2021.100078
Jiménez, E., Deliyore, M. R. y Morales Trejos, C. (2022). Función orientadora de la persona docente: una experiencia en territorio indígena Bribri. Cuadernos Inter.c.a.Mbio Sobre Centroamérica y El Caribe, 19(2), e50899. https://doi.org/10.15517/c.a..v19i2.50899
Kohrt, P., Gresch, C. y Henschel, S. (2024). Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments. https://doi.org/10.1007/s42010-024-00208-2
Konokotin, A. V. (2019). Inclusion of children with special educational needs and typically developing children in joint problem-solving (with tasks on understanding multiplicative relations as an example). Cultural-Historical Psychology, 15, 79-88.
Laakso, N. L., Korhonen, T. S. y Hakkarainen, K. P. J. (2021). Developing students’ digital competences through collaborative game design. Computers and Education, 174. https://doi.org/10.1016/j.compedu.2021.104308
Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson and Learning Studies, 9(3), 221-244. https://doi.org/10.1108/IJLLS-01-2020-0003
Leniv, Z., Dzhus, O., Ilina, N., Prokofieva, O., Matveieva, N. y Hlushchenko, I. (2022). Neuropsychological bases of correctional and preventive preparation of children with autism to master writing. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(1Sup1), 37-50. https://doi.org/10.18662/brain/13.1sup1/301
Llorent, V. J., Núñez-Flores, M. y Kaakinen, M. (2024). Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101892
Maciver, D., Rutherford, M., Johnston, L. y Singh Roy, A. (2023). Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022. Autism Research, 16(12), 2403-414. https://doi.org/10.1002/aur.3063
MacKenzie, A., Owaineh, M., Bower, C. y Özkaya, C. (2023). Barriers to inclusive education under occupation: An evaluative approach using Nussbaum’s capabilities approach. International Journal of Educational Research Open, 5. https://doi.org/10.1016/j.ijedro.2023.100299
Mohammad, S., al Kaied, Z. S., Hameed, A. y Abu, F. (2020). In-service teachers’ knowledge of common features associated with disorders and developmental disabilities. Social Sciences and Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100046
Naciones Unidas (2018). La Agenda 2030 y los objetivos de desarrollo sostenible: una oportunidad para América Latina y el Caribe (LC/G.2681-P/Rev.3). Comisión Económica para América Latina y el Caribe (CEPAL). https://www.cepal.org/es/publicaciones
Nawas, A., Ngurah Darmawan, I. G. y Maadad, N. (2024). Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes. International Journal of Educational Research, 125. https://doi.org/10.1016/j.ijer.2024.102339
Nolan, H. A. y Owen, K. (2024). Medical student experiences of equality, diversity, and inclusion: Content analysis of student feedback using Bronfenbrenner’s ecological systems theory. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-023-04986-8
Noronha, A., Silva, R. y Shimazaki, M. (2023). La teoría histórico-cultural y la educación de las personas con discapacidad intelectual. Revista Iberoamericana de Estudos em Educação, https://doi.org/10.21723/riaee.v18i00.17611​
Page, M. J., Mckenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Whiting, P., Savovic´, J., Stewart, L. A., Tetzlaff, J. M., Tricco, A. C., Altman, D. G., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Revista Española de Cardiología 74(9). https://doi.org/10.1016/j.recesp.2021.06.016
Pantic´, N., Sarazin, M., Coppe, T., Oral, D., Maninnen, E., Silvennoinen, K., Lund, A., Päivi, H., Vähäsantanen, K. y Li, S. (2024). How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden? Teaching and Teacher Education, 139.
Pinto, M. C. y Fernandes, S. D. (2023). Educação não formal: Contributos para a educação inclusiva. Práxis Educacional, 19(50), e11319. https://doi.org/10.22481/praxisedu.v19i50.11319
Qu, X. y Cross, B. (2024). UDL for inclusive higher education-What makes group work effective for diverse international students in UK? International Journal of Educational Research, 123. https://doi.org/10.1016/j.ijer.2023.102277
Rademaker, F., de Boer, A., Kupers, E. y Minnaert, A. (2021). It also takes teachers to tango: Using social validity assessment to refine an intervention design. International Journal of Educational Research, 107, e101749. https://doi.org/10.1016/j.ijer.2021.101749
Razo, A. y Cabrero Iriberri, I. (2016). El poder de las interacciones educativas en el aprendizaje de los jóvenes. Meraki Studio, 18(2), 12-58.
Ristad, T., Østvik, J., Horghagen, S., Kvam, L. y Witsø, A. E. (2024). A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground. International Journal of Educational Research Open, 6. https://doi.org/10.1016/j.ijedro.2023.100311
Rizk, J. y Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, e100099. https://doi.org/10.1016/j.caeo.2022.100099
Roorda, D. L., Zee, M., Bosman, R. J. y Koomen, H. M. Y. (2021). Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education. Journal of Applied Developmental Psychology, 74, 101277. https://doi.org/10.1016/j.appdev.2021.101277
Romero, M, Muñoz, J. y Hidalgo, M. (2023). The VESS model and the development of executive functions at early ages. Educar, 59(2), 351-366. https://doi.org/10.5565/rev/educar.1593
Saloviita, T. y Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103221
Schell, C. S., Dignath, C., Kleen, H., John, N. y Kunter, M. (2024). Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs. Teaching and Teacher Education, 142. https://doi.org/10.1016/j.tate.2024.104526
Simmons, B. (2021). The production of social spaces for children with profound and multiple learning difficulties: A Lefebvrian analysis. British Journal of Sociology of Education, 42(5-6), 828-844. https://doi.org/10.1080/01425692.2021.1922269
Simmons, B. (2022). Social embodiment in early childhood education for children with PMLD. Inclusive pedagogies for early childhood education: Respecting and responding to differences in learning.
Stark, K., Koslouski, J. B., Vadhan, J. y Vega, M. (2024). The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers. Social and Emotional Learning: Research, Practice, and Policy, 3, e100043. https://doi.org/10.1016/j.sel.2024.100043
Szumski, G., Smogorzewska, J. y Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral identity and inclusive education-A two-level analysis. Research in Developmental Disabilities, 102. https://doi.org/10.1016/j.ridd.2020.103685
Tai, K. W. H. (2024). Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials. System, 121. https://doi.org/10.1016/j.system.2023.103185
Toulia, A., Alves, S., Avramidis, E., Sanches-Ferreira, M. y Silveira-Maia, M. (2022). Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers. International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100205
Tsamitrou, S. y Plumet, M. H. (2023). Social skills development of children with autism spectrum disorder attending an inclusive preschool classroom. Annales Medico-Psychologiques, 181(5), 432-439. https://doi.org/10.1016/j.amp.2022.09.006
Unesco (2023a). Resumen del informe de seguimiento de la educación en el mundo, 2023: Tecnología en la educación: ¿Una herramienta en los términos de quién? GEM Report UNESCO. https://doi.org/10.54676/BSEH4562
Unesco (2023b). Una mirada sobre la educación inclusiva. http://www.unesco.org/open-access/terms-use-ccbysa-sp
Urton, K., Wilbert, J., Krull, J. y Hennemann, T. (2023). Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104225
Vacca, R. A., Augello, A., Gallo, L., Caggianese, G., Malizia, V., La Grutta, S., Murero, M., Valenti, D., Tullo, A., Balech, B., Marzano, F., Ghezzo, A., Tancredi, G., Turchetta, A., Riccio, M. P., Bravaccio, C. y Scala, I. (2023). Serious games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders. Neuroscience and Biobehavioral Reviews, 149, e105156. https://doi.org/10.1016.j.neubiorev.2023.105156
Valdés Valdés, I., Guerra Iglesias, S. y Camargo Ramos, M. (2020). Las habilidades de interacción social: un puente hacia la inclusión (vol. 18, issue 1). http://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/1646
Zorn, S. y Puustinen, M. (2022). Seeking academic help: The case of lower secondary students with autism spectrum disorder and their teachers. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101624
Afanasenko, V., Komar, T., Potapchuk, O., Podkorytova, L. y Havrylkevych, V. (2021). Socio-psychological features of students with special educational needs as a cause of conflicts in inclusive groups. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12, 01-17. https://doi.org/10.18662/brain/12.2/18
Álvarez-Huerta, P., Muela, A. y Larrea, I. (2022). Disposition toward critical thinking and creative confidence beliefs in higher education students: The mediating role of openness to diversity and challenge. Thinking Skills and Creativity, 43. https://doi.org/10.1016/j.tsc.2022.101003
Ari, R., Altinay, Z., Altinay, F., Dagli, G. y Ari, E. (2022). Sustainable management and policies: The roles of stakeholders in the practice of inclusive education in digital transformation. Electronics (Switzerland), 11(4). https://doi.org/10.3390/electronics11040585
Attard, N. y Booth, N. (2023). Autism and mainstream education: The parental perspective. International Journal of Educational Research, 121, 102234. https://doi.org/10.1016/j.ijer.2023.102234
Avramidis, E., Aroni, K. y Strogilos, V. (2022). Social participation and quality of best friendship of students with moderate learning difficulties in early adolescence: A longitudinal study. Australasian Journal of Special and Inclusive Education, 46(1), 74-87. https://doi.org/10.1017/jsi.2022.3
Baek, C., Aguilar, S. J. y Warschauer, M. (2024). Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study. Teaching and Teacher Education, 140. https://doi.org/10.1016/j.tate.2024.104488
Barnes, N., Fischer, S. y Kilpatrick, S. (2024). Going above and beyond: Realigning university student support services to students. International Journal of Educational Research, 124. https://doi.org/10.1016/j.ijer.2023.102270
Biasutti, M. y Concina, E. (2021). Including migrant students in the primary school: Perspectives of Italian principals. International Journal of Educational Management, 35(5), 984-999. DOI 10.1108/IJEM-01-2021-0028
Bøe, M., Heikka, J., Kettukangas, T. y Hognestad, K. (2022). Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland. Teaching and Teacher Education, 117. https://doi.org/10.1016/j.tate.2022.103787
Brekke, I., Alecu, A., Ugreninov, E., Surén, P. y Evensen, M. (2023). Educational achievement among children with a disability: Do parental resources compensate for disadvantage? SSM - Population Health, 23. https://doi.org/10.1016/j.ssmph.2023.101465
Caballero, M. y Llorent, V. J. (2022). The effects of a teacher training program on neuroeducation for improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study. Revista de Psicodidáctica, 27(2), 158-167. https://doi.org/10.1016/j.psicod.2022.04.001
Chen, Y. L., Martin, W., Vidiksis, R. y Patten, K. (2023). “A different environment for success:” A mixed-methods exploration of social participation outcomes among adolescents on the autism spectrum in an inclusive, interest-based school club. International Journal of Developmental Disabilities, 69(5), 73-747. https://doi.org/10.1080/20473869.2021.2001729
Coelho, V., Cadima, J. y Pinto, A. I. (2023). Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity. Journal of Applied Developmental Psychology, 86. https://doi.org/10.1016/j.appdev.2023.101518
Corral-Granados, A., Smeplass, E., Rapp, A. C. y Eide Isaksen, G. (2023). A study on children perceptions of social exclusion and the structural drivers of discrimination in Norwegian elementary schools. Children and Youth Services Review, 154. https://doi.org/10.1016/j.childyouth.2023.107063
Daelman, S., De Schauwer, E. y Van Hove, G. (2022). Connective collaboration around Alex-A constant searching around inclusive education. Journal of Disability Studies in Education, 3(1), 29-56. https://doi.org/10.1163/25888803-bja10015
De Boer, A. y Kuijper, S. (2020). Students’ voices about the extra educational support they receive in regular education. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2020.1790884
Dietrich, L., Jurkowski, S., Schwarzer, N. H. y Zimmermann, D. (2023). The role of teachers in the bullying involvement of students with emotional and behavioral difficulties. Teaching and Teacher Education, 135. https://doi.org/10.1016/j.tate.2023.104311
Eldstål-Ahrens, L., Nilsen, M. y Pramling, N. (2022). Premising and arguing: The variety in 9- to 10-year-old children taking on an equity/equality task in the context of group discussions. Learning, Culture and Social Interaction, 35. https://doi.org/10.1016/j.lcsi.2022.100648
Freer, J. R. R. (2021). The tripartite intervention: Breaking down attitudinal barriers in education. Journal of Disability Studies in Education, 2(1), 50-76. https://doi.org/10.1163/25888803-bja10006
Gawo, G. y Tafesse, M. (2024). The involvement of marginalized Menja society children in primary education: A case study of the Bench Sheko Zone, Ethiopia. Social Sciences and Humanities Open, 9. https://doi.org/10.1016/j.ssaho.2023.100782
Gill, A., Irwin, D., Towey, D., Zhang, Y., Long, P., Sun, L., YU, W. y Zheng, Y. (2024). Implementing Universal Design through augmented-reality game-based learning. Computers and Education: X Reality, 4, e100070. https://doi.org/10.1016/j.cexr.2024.100070
Gordillo, M. y Prado, V. (2024). Formación docente y práctica pedagógica en la educación inclusiva: revisió sistemática. Ciencia y Educación, 8(2), 75-93. https://doi.org/10.22206/cyed.2024.v8i2.3104
Heller, V. (2023). Touch in learning interactions with autistic children: Socializing attention and engagement. Learning and Culture, 41. https://doi.org/10.1016/j.lcsi.2023.100731
Higgins, J. P. T. y Green, S. (Eds.) (2011). Cochrane handbook for systematic reviews of interventions version 5.1.0 The Cochrane Collaboration, 2011. www.cochrane-handbook.org
Jepson, W. y Ehrlin, A. (2021). Liminal spaces and places- Dilemmas in education for newly arrived students. International Journal of Educational Research Open, 2, 100078 https://doi.org/10.1016/j.ijedro.2021.100078
Jiménez, E., Deliyore, M. R. y Morales Trejos, C. (2022). Función orientadora de la persona docente: una experiencia en territorio indígena Bribri. Cuadernos Inter.c.a.Mbio Sobre Centroamérica y El Caribe, 19(2), e50899. https://doi.org/10.15517/c.a..v19i2.50899
Kohrt, P., Gresch, C. y Henschel, S. (2024). Characteristics of classroom composition and teaching practices and the social integration of students with and without special educational needs in inclusive education environments. https://doi.org/10.1007/s42010-024-00208-2
Konokotin, A. V. (2019). Inclusion of children with special educational needs and typically developing children in joint problem-solving (with tasks on understanding multiplicative relations as an example). Cultural-Historical Psychology, 15, 79-88.
Laakso, N. L., Korhonen, T. S. y Hakkarainen, K. P. J. (2021). Developing students’ digital competences through collaborative game design. Computers and Education, 174. https://doi.org/10.1016/j.compedu.2021.104308
Leifler, E. (2020). Teachers’ capacity to create inclusive learning environments. International Journal for Lesson and Learning Studies, 9(3), 221-244. https://doi.org/10.1108/IJLLS-01-2020-0003
Leniv, Z., Dzhus, O., Ilina, N., Prokofieva, O., Matveieva, N. y Hlushchenko, I. (2022). Neuropsychological bases of correctional and preventive preparation of children with autism to master writing. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(1Sup1), 37-50. https://doi.org/10.18662/brain/13.1sup1/301
Llorent, V. J., Núñez-Flores, M. y Kaakinen, M. (2024). Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education. Learning and Instruction, 91. https://doi.org/10.1016/j.learninstruc.2024.101892
Maciver, D., Rutherford, M., Johnston, L. y Singh Roy, A. (2023). Prevalence of neurodevelopmental differences and autism in Scottish primary schools 2018-2022. Autism Research, 16(12), 2403-414. https://doi.org/10.1002/aur.3063
MacKenzie, A., Owaineh, M., Bower, C. y Özkaya, C. (2023). Barriers to inclusive education under occupation: An evaluative approach using Nussbaum’s capabilities approach. International Journal of Educational Research Open, 5. https://doi.org/10.1016/j.ijedro.2023.100299
Mohammad, S., al Kaied, Z. S., Hameed, A. y Abu, F. (2020). In-service teachers’ knowledge of common features associated with disorders and developmental disabilities. Social Sciences and Humanities Open, 2(1). https://doi.org/10.1016/j.ssaho.2020.100046
Naciones Unidas (2018). La Agenda 2030 y los objetivos de desarrollo sostenible: una oportunidad para América Latina y el Caribe (LC/G.2681-P/Rev.3). Comisión Económica para América Latina y el Caribe (CEPAL). https://www.cepal.org/es/publicaciones
Nawas, A., Ngurah Darmawan, I. G. y Maadad, N. (2024). Single-sex “Pesantren” schools: Unravelling girls’ and boys’ peer connections and their impacts on wellbeing and learning outcomes. International Journal of Educational Research, 125. https://doi.org/10.1016/j.ijer.2024.102339
Nolan, H. A. y Owen, K. (2024). Medical student experiences of equality, diversity, and inclusion: Content analysis of student feedback using Bronfenbrenner’s ecological systems theory. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-023-04986-8
Noronha, A., Silva, R. y Shimazaki, M. (2023). La teoría histórico-cultural y la educación de las personas con discapacidad intelectual. Revista Iberoamericana de Estudos em Educação, https://doi.org/10.21723/riaee.v18i00.17611​
Page, M. J., Mckenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Whiting, P., Savovic´, J., Stewart, L. A., Tetzlaff, J. M., Tricco, A. C., Altman, D. G., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Revista Española de Cardiología 74(9). https://doi.org/10.1016/j.recesp.2021.06.016
Pantic´, N., Sarazin, M., Coppe, T., Oral, D., Maninnen, E., Silvennoinen, K., Lund, A., Päivi, H., Vähäsantanen, K. y Li, S. (2024). How do teachers exercise relational agency for supporting migrant students within social networks in schools from Scotland, Finland, and Sweden? Teaching and Teacher Education, 139.
Pinto, M. C. y Fernandes, S. D. (2023). Educação não formal: Contributos para a educação inclusiva. Práxis Educacional, 19(50), e11319. https://doi.org/10.22481/praxisedu.v19i50.11319
Qu, X. y Cross, B. (2024). UDL for inclusive higher education-What makes group work effective for diverse international students in UK? International Journal of Educational Research, 123. https://doi.org/10.1016/j.ijer.2023.102277
Rademaker, F., de Boer, A., Kupers, E. y Minnaert, A. (2021). It also takes teachers to tango: Using social validity assessment to refine an intervention design. International Journal of Educational Research, 107, e101749. https://doi.org/10.1016/j.ijer.2021.101749
Razo, A. y Cabrero Iriberri, I. (2016). El poder de las interacciones educativas en el aprendizaje de los jóvenes. Meraki Studio, 18(2), 12-58.
Ristad, T., Østvik, J., Horghagen, S., Kvam, L. y Witsø, A. E. (2024). A multi-stakeholder perspective on inclusion in higher education: Ruling on fragile ground. International Journal of Educational Research Open, 6. https://doi.org/10.1016/j.ijedro.2023.100311
Rizk, J. y Hillier, C. (2022). Digital technology and increasing engagement among students with disabilities: Interaction rituals and digital capital. Computers and Education Open, 3, e100099. https://doi.org/10.1016/j.caeo.2022.100099
Roorda, D. L., Zee, M., Bosman, R. J. y Koomen, H. M. Y. (2021). Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education. Journal of Applied Developmental Psychology, 74, 101277. https://doi.org/10.1016/j.appdev.2021.101277
Romero, M, Muñoz, J. y Hidalgo, M. (2023). The VESS model and the development of executive functions at early ages. Educar, 59(2), 351-366. https://doi.org/10.5565/rev/educar.1593
Saloviita, T. y Pakarinen, E. (2021). Teacher burnout explained: Teacher-, student-, and organisation-level variables. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103221
Schell, C. S., Dignath, C., Kleen, H., John, N. y Kunter, M. (2024). Judging a book by its cover? Investigating pre-service teacher’s stereotypes towards pupils with special educational needs. Teaching and Teacher Education, 142. https://doi.org/10.1016/j.tate.2024.104526
Simmons, B. (2021). The production of social spaces for children with profound and multiple learning difficulties: A Lefebvrian analysis. British Journal of Sociology of Education, 42(5-6), 828-844. https://doi.org/10.1080/01425692.2021.1922269
Simmons, B. (2022). Social embodiment in early childhood education for children with PMLD. Inclusive pedagogies for early childhood education: Respecting and responding to differences in learning.
Stark, K., Koslouski, J. B., Vadhan, J. y Vega, M. (2024). The future is inclusive: An invitation for interdisciplinary collaboration between social emotional learning and special education researchers. Social and Emotional Learning: Research, Practice, and Policy, 3, e100043. https://doi.org/10.1016/j.sel.2024.100043
Szumski, G., Smogorzewska, J. y Grygiel, P. (2020). Attitudes of students toward people with disabilities, moral identity and inclusive education-A two-level analysis. Research in Developmental Disabilities, 102. https://doi.org/10.1016/j.ridd.2020.103685
Tai, K. W. H. (2024). Transcending the boundaries of mode in online language teaching: A translanguaging perspective on ESL teachers’ synchronous small group online tutorials. System, 121. https://doi.org/10.1016/j.system.2023.103185
Toulia, A., Alves, S., Avramidis, E., Sanches-Ferreira, M. y Silveira-Maia, M. (2022). Qualitative evaluation of an intervention programme fostering students’ social participation implemented by Greek and Portuguese elementary school teachers. International Journal of Educational Research Open, 3. https://doi.org/10.1016/j.ijedro.2022.100205
Tsamitrou, S. y Plumet, M. H. (2023). Social skills development of children with autism spectrum disorder attending an inclusive preschool classroom. Annales Medico-Psychologiques, 181(5), 432-439. https://doi.org/10.1016/j.amp.2022.09.006
Unesco (2023a). Resumen del informe de seguimiento de la educación en el mundo, 2023: Tecnología en la educación: ¿Una herramienta en los términos de quién? GEM Report UNESCO. https://doi.org/10.54676/BSEH4562
Unesco (2023b). Una mirada sobre la educación inclusiva. http://www.unesco.org/open-access/terms-use-ccbysa-sp
Urton, K., Wilbert, J., Krull, J. y Hennemann, T. (2023). Factors explaining teachers’ intention to implement inclusive practices in the classroom: Indications based on the theory of planned behaviour. Teaching and Teacher Education, 132. https://doi.org/10.1016/j.tate.2023.104225
Vacca, R. A., Augello, A., Gallo, L., Caggianese, G., Malizia, V., La Grutta, S., Murero, M., Valenti, D., Tullo, A., Balech, B., Marzano, F., Ghezzo, A., Tancredi, G., Turchetta, A., Riccio, M. P., Bravaccio, C. y Scala, I. (2023). Serious games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders. Neuroscience and Biobehavioral Reviews, 149, e105156. https://doi.org/10.1016.j.neubiorev.2023.105156
Valdés Valdés, I., Guerra Iglesias, S. y Camargo Ramos, M. (2020). Las habilidades de interacción social: un puente hacia la inclusión (vol. 18, issue 1). http://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/1646
Zorn, S. y Puustinen, M. (2022). Seeking academic help: The case of lower secondary students with autism spectrum disorder and their teachers. Learning and Instruction, 80. https://doi.org/10.1016/j.learninstruc.2022.101624
Gordillo Bernal, M., & Prado Delgado, V. M. (2025). Importance of Interactions and their Relationship to Learning Systematic Review. Siglo Cero, 56(3), 143–167. https://doi.org/10.14201/scero.32285
Similar Articles
- Varios Autores, Communications , Siglo Cero: Vol. 56 No. 1 (2025)
- Raúl Soto Esteban, Rafael Alcázar Ruiz, Esther Villegas Castrillo, Social Work and its Interventions to Support the Legal Capacity of People, after Law 8/2021 , Siglo Cero: Vol. 55 No. 1 (2024)
- Varios Autores, Symposiums , Siglo Cero: Vol. 56 No. 1 (2025)
- Inmaculada García-Martínez, Carmen Del Pilar Gallardo-Montes, Isabel Angustias Gómez Pérez, Lara Checa-Domene, Analysis of Future Teachers’ Perceptions and Attitudes towards Diversity Inclusion , Siglo Cero: Vol. 56 No. 2 (2025)
- Luis-Alan Acuña-Gamboa, Yliana Mérida-Martínez, Leticia Pons-Bonals, COVID-19, Educational Digital Competences and Special Education in Mexico , Siglo Cero: Vol. 54 No. 2 (2023)
- María-Teresa Gómez-Del-Castillo, Antonio Aguilera-Jiménez, Has the Deficit Model Disappeared in Current Special Education? , Siglo Cero: Vol. 57 No. 1 (2026)
- Varios Autores, In-person posters , Siglo Cero: Vol. 56 No. 1 (2025)
- Bienvenida Sánchez Alba, Inmaculada Gómez Jarabo, Paula Gil Ruiz, Marta Gómez Gómez, Inclusion of Students with Disabilities in the University through Eco-Sustainable Service-Learning , Siglo Cero: Vol. 55 No. 2 (2024)
- Paula Andrea Restrepo García, Angie Paola Diaz Muriel, Daniela Cuartas Ortiz, Opportunities and Barriers for the Consolidation of More Inclusive Classroom Practices within the Framework of the New School Model , Siglo Cero: Vol. 55 No. 4 (2024)
- Claudia Guiral Borruel, F. Javier Murillo Torrecilla, School Segregation of Students with Special Educational Needs in Early Childhood Education Within the Local Context , Siglo Cero: Vol. 54 No. 4 (2023)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 > >>
You may also start an advanced similarity search for this article.
Downloads
Download data is not yet available.
+
−