Fostering the social development of children with special educational needs or disabilities (SEND) through dialogue and interaction: a literature review

Vista sencilla de ítem
dc.contributor.authorFernández Villardón, Aitana
dc.contributor.authorÁlvarez Cifuentes, Pilar
dc.contributor.authorUgalde Lujambio, Leire
dc.contributor.authorTellado, Itxaso
dc.date.accessioned2025-06-10T10:55:06Z
dc.date.available2025-06-10T10:55:06Z
dc.date.issued2020-06-08
dc.date.updated2025-06-10T10:55:06Z
dc.description.abstractThe United Nations' Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research.en
dc.description.sponsorshipThis research and the APC were funded by the Spanish National Programme for Research aimed at the Challenges of Society, Ministry of Science and Innovation, grant number: EDU2017-88666-Ren
dc.identifier.citationFernandez-Villardon, A., Alvarez, P., Ugalde, L., & Tellado, I. (2020). Fostering the social development of children with special educational needs or disabilities (SEND) through dialogue and interaction: a literature review [Review of Fostering the social development of children with special educational needs or disabilities (SEND) through dialogue and interaction: a literature review]. Social Sciences, 9(6). MDPI AG. https://doi.org/10.3390/SOCSCI9060097
dc.identifier.doi10.3390/SOCSCI9060097
dc.identifier.eissn2076-0760
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2994
dc.language.isoeng
dc.publisherMDPI AG
dc.rights© 2020 by the authors
dc.subject.otherSchool-based interventions
dc.subject.otherInteraction
dc.subject.otherDialogue
dc.subject.otherSocial competencies
dc.subject.otherDisability
dc.titleFostering the social development of children with special educational needs or disabilities (SEND) through dialogue and interaction: a literature reviewen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.issue6
oaire.citation.titleSocial Sciences
oaire.citation.volume9
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
Archivos
Bloque original
Mostrando 1 - 1 de 1
Miniatura
Nombre:
fernandez_fostering_2020.pdf
Tamaño:
361.98 KB
Formato:
Adobe Portable Document Format
Descargar
Colecciones
Artículos