Ugalde Leire, Santiago-Garabieta Maite, Villarejo-Carballido Beatriz, Puigvert Lídia
Departament of Educational Organization and Didactics, University of the Basque Country, San Sebastian-Donostia, Spain.
Faculty of Psychology and Education, University of Deusto, Bilbao, Spain.
Front Psychol. 2021 Apr 29;12:674033. doi: 10.3389/fpsyg.2021.674033. eCollection 2021.
Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.
有特殊教育需求（SEN）的儿童所达到的教育水平低于没有特殊需求的同龄人，这导致他们未来面临社会排斥的风险更高。全纳教育旨在促进学习，并有益于这些学生的认知发展，众多研究表明互动环境有利于全纳。然而，有必要了解这些全纳环境如何能够对这些学生的学业进步和认知技能发展产生积极影响。本文对来自科学网、Scopus、教育资源信息中心（ERIC）和心理学文摘数据库（PsychINFO）的科学文献进行了综述，以了解互动环境对有特殊教育需求儿童的学业学习和认知技能发展的影响。总共选取了17项研究。这些研究表明互动学习环境在促进工具性学习、提高学业参与度以及改善残疾儿童的认知发展方面具有有效性。基于这些结果，可以得出结论，采用全纳方法的基于互动的干预措施能够促进有特殊教育需求学生的学习和认知发展。
