Show simple item record

dc.contributor.authorUgalde Lujambio, Leire
dc.contributor.authorSantiago Garabieta, Maite
dc.contributor.authorVillarejo Carballido, Beatriz
dc.contributor.authorPuigvert Mallart, Lidia
dc.date.accessioned2021-06-18T08:02:08Z
dc.date.available2021-06-18T08:02:08Z
dc.date.issued2021-04-29
dc.identifier.citationFrontiers In Psychology 12 : (2021) // Article ID 674033es_ES
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10810/51930
dc.description.abstractChildren 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.es_ES
dc.description.sponsorshipINTER-ACT research was funded by the Spanish National Program for Research aimed at the Challenges of Society, Ministry of Science and Innovation, grant number: EDU2017-88666-Res_ES
dc.language.isoenges_ES
dc.publisherFrontiers Mediaes_ES
dc.relationinfo:eu-repo/grantAgreement/MICINN/EDU2017-88666-Res_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectinteractiones_ES
dc.subjectlearninges_ES
dc.subjectdevelopmentes_ES
dc.subjectlearning environmentses_ES
dc.subjectspecial educational needses_ES
dc.subjectautism spectrum disorderses_ES
dc.subjectinclusive educationes_ES
dc.subjectinterventiones_ES
dc.subjectcommunicationes_ES
dc.subjectdisabilitieses_ES
dc.subjectlanguagees_ES
dc.subjectstudentses_ES
dc.subjectstrategyes_ES
dc.subjectskillses_ES
dc.titleImpact of Interactive Learning Environments on Learning and Cognitive Development of Children with Special Educational Needs: a Literature Reviewes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holderThis is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)es_ES
dc.rights.holderAtribución 3.0 España*
dc.relation.publisherversionhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8116883/es_ES
dc.identifier.doi10.3389/fpsyg.2021.674033
dc.departamentoesDidáctica y organización escolares_ES
dc.departamentoeuDidaktika eta eskola antolakuntzaes_ES


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)
Except where otherwise noted, this item's license is described as This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY)