The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

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dc.article.number1227178
dc.catalogadoryvc
dc.contributor.authorRosas Díaz, Ricardo
dc.contributor.authorEspinoza Velasco, María Victoria
dc.contributor.authorMartínez Ahumada, Camila Loreto
dc.contributor.authorSanta Cruz Leyton, Catalina
dc.date.accessioned2024-06-13T23:57:25Z
dc.date.available2024-06-13T23:57:25Z
dc.date.issued2023
dc.description.abstractStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied. Methods: In the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019. Results: Our descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different. Discussion: We then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.
dc.fechaingreso.objetodigital2024-06-13
dc.fuente.origenSCOPUS
dc.identifier.doi10.3389/feduc.2023.1227178
dc.identifier.issn2504-284X
dc.identifier.scopusidSCOPUS_ID:85180817709
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86773
dc.information.autorucEscuela de Psicología;Rosas Díaz, Ricardo;0000-0002-3091-4044;63677
dc.information.autorucEscuela de Psicología;Espinoza Velasco, María Victoria;S/I;119100
dc.information.autorucEscuela de Psicología;Martínez Ahumada, Camila Loreto;S/I;143851
dc.information.autorucEscuela de Psicología;Santa Cruz Leyton, Catalina;0000-0002-1074-6207;132152
dc.language.isoen
dc.pagina.final12
dc.pagina.inicio1
dc.publisherFrontiers Media SA
dc.revistaFrontiers in Education
dc.rightsacceso abierto
dc.rights.licenseCC BY Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectCognitive development
dc.subjectInclusion
dc.subjectInclusive education
dc.subjectSensory impairment
dc.subjectSocio-emotional development
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleThe paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools
dc.typeartículo
dc.volumen8
sipa.codpersvinculados63677
sipa.codpersvinculados119100
sipa.codpersvinculados143851
sipa.codpersvinculados132152
sipa.trazabilidadSCOPUS;2024-01-14
sipa.trazabilidadORCID;2024-06-09
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