Fostering the Social Development of Children with Special Educational Needs or Disabilities (Send) through Dialogue and Interaction
A Literature Review
Bibliographic Data
| ID | 16901323 |
|---|---|
| Authors | Aitana Fernández-Villardón (0000-0001-9690-022X, Universidad de Deusto), Pilar Álvarez (0000-0002-5776-6213, Universitat Rovira i Virgili, corresponding author), Leire Ugalde (0000-0001-5769-7759, University of the Basque Country), Itxaso Tellado (0000-0002-3611-7484, Universitat de Vic - Universitat Central de Catalunya) |
| Year | 2020 |
| Volume | 9 |
| Issue | 6 |
| Pages | 97 |
| Publication date | 2020-06-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci9060097 |
| OpenAlex | W3033346845 |
| Language | EN |
| Citations received | 3 |
| References cited | 69 |
The 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
Developmental psychology · Medical education · MEDLINE · Pedagogy · Psychological intervention · PsycINFO · Social relation · Social skills · Applied Psychology · Autism Spectrum Disorder Research · Family and Disability Support Research · Inclusive Education and Diversity · Medicine · Psychology · Social Psychology
Successful Educational Actions for Inclusion and Social Cohesion in Europe
The psychological sense of school membership among adolescents
Bullying Perpetration and Victimization in Special Education
Social Competence, Sense of Loneliness, and Speech Intelligibility of Young Children With Hearing Loss in Individual Inclusion and Group Inclusion
Examining the general programmatic benefits of inclusive schools
Language of inclusion and diversity
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Cooperative group, risk‐taking and inclusion of pupils with learning disabilities in physical education
Education and inclusive policy-making
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |