Neurodivergences is a peer-reviewed interdisciplinary journal exploring the neurodivergent spectrum, including autism, ADHD, dyslexia, and giftedness. We promote inclusive practices, lived experiences, and innovation in education, psychology, and technology to amplify diverse ways of thinking.
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Neurodiversity in education, the inclusion that is not seen
Introduction: The Salamanca Statement established an international framework to guarantee the universal right to education, promoting the inclusion of people with disabilities and neurodiversities. However, the persistent conceptual confusion between inclusion, integration, and equality continues to generate gaps that harm various population groups in the Mexican educational sphere. Development: Over the last few decades, educational policies in Mexico have incorporated principles of equity and inclusion through various sectoral plans and programs. However, implementation has been marked by segregating practices, institutional precariousness, and administrative limitations in special education and inclusion services, such as CAM, USAER, and UDEEI. In this context, neurodiversity continues to be approached from a deficit logic, obscuring strengths, adaptive capacities, and the central role of mental health in educational processes. Conclusions: The consolidation of truly inclusive education requires a sustained paradigm shift that recognizes neurodiversity from a human rights perspective, strengthens mental health, and eliminates stigma, promoting social justice and educational equity at all levels.
Copyright (c) 2026 Edgar Eduardo Delgado Guerrero (Author) https://creativecommons.org/licenses/by/4.0
Training of mentors to strengthen inclusive care for students with Autism Spectrum Disorder
The educational inclusion of students with Autism Spectrum Disorder (ASD) is one of the main challenges facing contemporary education systems, particularly in contexts where structural, training, and attitudinal barriers persist. In Ecuador, although there are regulatory and institutional frameworks aimed at equity, the lack of specialized teacher training limits the effective implementation of inclusive practices. In this context, the training of mentor teachers emerges as a key strategy to strengthen pedagogical support, promote inclusive methodologies, and respond to classroom diversity. Through an approach focused on neurodiversity, mental health, and human rights, a mentoring proposal is put forward that combines awareness-raising, teacher training, and the application of structured methodologies such as TEACCH. The consolidation of mentor networks allows for progress toward a more inclusive, collaborative, and equitable school culture, ensuring the full participation and meaningful learning of students with ASD.
Copyright (c) 2026 Andrés Daniel Cevallos (Author) https://creativecommons.org/licenses/by/4.0
From wounding to plasticity: an integrated framework for trauma
Introduction: The paper presented an integrated framework on psychological trauma that articulated Freudian psychoanalysis with findings from neuroscience. It defined trauma as an unforeseen and overwhelming event that overwhelmed the capacity of response and altered the psychic and biological economy. He took up Freud's work -from the studies with Breuer to Beyond the Pleasure Principle- and complemented it with authors such as Charcot, Laplanche and Pontalis. From neuroscience, he gathered definitions and evidence on sensitive periods, plasticity, functional reorganization and behavioral effects. Development: From Freud, he described trauma as a rupture of the anti-stimulus barrier, introduced traumatic anguish and repetition compulsion, and raised the life drive/death drive tension. He exposed the theoretical evolution from the seduction theory to the reconsideration of the role of memory, forgetting and transference. The neuroscientific axis showed that early adversity affected neuronal organization and plasticity, shortened learning windows and reinforced hyper-reactive limbic-cortical circuits, with hypervigilance and impulsivity. He pointed out evidence of inter- and transgenerational transmission via endocrine, neural and epigenetic mechanisms. In memory, he reported selective episodic memory deficits for neutral content and increased fixation of emotional materials or materials linked to the traumatic event. Conclusions: Concluded that trauma was multifactorial and systemic. Surprise and inassimilability precipitated disorganization; repetition functioned as a costly attempt at binding; and early context modulated safety and symbolization. He proposed developmentally sensitive interventions that protected plasticity, strengthened attachment, and promoted physiological regulation and narrative elaboration.
Copyright (c) 2024 Mónica Cecilia Benavidez Arellano , Julián Espinales Villacis , Santiago Guerrero Vincen (Author) https://creativecommons.org/licenses/by/4.0
Teaching brain-compatible teaching: from neural theory to classroom practice
Introduction: The text presented neuroscience as an interdisciplinary framework that explained the relationship between brain, behavior and learning, and based its contribution to education from the “decade of the brain”. It emphasized that synaptic plasticity allowed structural and functional changes throughout life, and that understanding brain organization - hemispheres, lobes and limbic system - guided didactic decisions sensitive to attention, motivation and memory. From this, educational neuroscience articulated evidence to transform teaching practice. Development: The document integrated contributions from neuroscience, psychology and education to translate brain principles into curricular and methodological decisions. It described the role of attention, concentration, memory, reasoning and perception in the encoding and retrieval of information, and linked emotions and learning through the limbic system. He presented neuropedagogical and neurodidactic strategies: clear goals, time management, stimulus variation, visual organizers, distractor control and formative feedback. In Mathematics, he promoted active methodologies - inquiry, discovery, problem solving, peer work and guided discussion - aligned with constructivist and cognitivist approaches, activating frontal-parietal networks to strengthen reasoning and calculation. He classified strategies into operational (maieutics, previous organizers, mnemonics, analogies), socioemotional (relaxation, sensitization, feedback) and methodological (mind and concept maps, pedagogical use of ICT). Conclusions: The analysis concluded that teaching “brain-compatible” did not replace pedagogy, but rather robust it with evidence to improve design, teaching and evaluation. It recommended institutionalizing teacher training and action research to sustain improvements, especially in Mathematics, where it enhanced deep understanding, self-regulation and transfer to real problems.
Copyright (c) 2024 Lilian Maritza Carrera Ramos , María Celeste Olmos Vélez (Author) https://creativecommons.org/licenses/by/4.0
Trauma in Freudian psychoanalysis and its articulation with neuroscience
This Systematic Review aimed to relate concepts between Freudian psychoanalysis and the most recent neuroscientific research about psychological trauma following PRISMA guidelines. The research and filter process provided about 21 scientific articles and one digital book identified through 3 databases Taylor&Francis, Pubmed and ScienceDirect. The results suggest that neuroscience and psychoanalysis mention similar and complementary concepts about psychological trauma as the aetiology of trauma, neurology and behaviour consequences, genetic inheritance, dreams, therapeutic labour, playing as a predictor, symptoms and environment.
Parenting styles and their influence on overcoming Specific Language Impairment in students aged 5 to 9 at Miraflores School, Viña del Mar
It is estimated that in Chile there is a 4% of children with specific language disorders. In the schools this children are taken care through the School Integration Program (PIE, Acronym for its initials in Spanish). This is the case of students of the age group 5-9 years from Miraflores School of Viña del Mar that are diagnosed with this disorder. From this reality, the team posed the question in which it is generated the investigation: Which is the influence of parental lifestyles in overcoming of specific language disorders in studen students of the age group 5-9 years from Miraflores School of Viña del Mar? The question raised was taken by a qualitative research in an interpretative paradigm. The methodology corresponded to a case study. The central assumption of research it is that all parenting styles and family dynamics have components that hinder or facilitate the overcoming of specific language disorders. The conclusions reached establish that there is not just one parenting styles in families to which belong the students of this research (Authoritarian, negligent, permissive or authoritative). In terms of family dynamics there are functional and dysfunctional. Definitely, it is advisable that professionals that integrate the multidisciplinary team collect and process information about parenting styles and family dynamics that live the students in which they intervene; this with the purpose of potentiate the factors that favor the overcoming of specific language disorders and neutralize those that make this difficult.
Copyright (c) 2022 Andrea Pamela Olivares Miranda , Marta Gabriela Paredes Sánchez , Dayanna Alejandra Pizarro Suárez , Yirda Romero Marchant (Author) https://creativecommons.org/licenses/by/4.0
Neuro functions and psychomotor skills in early childhood: critical synthesis of evidence 0-3 years
Introduction: The study described how psychomotor and neurofunctional development in early childhood formed the basis for learning, communication, and socialization. It pointed out that, between birth and age three, high brain plasticity allowed synaptic connections to be consolidated, so timely stimulation promoted attention, memory, language, and social adaptation. It also defined psychomotor skills as mind-movement integration and identified neurofunctions (laterality, spatiotemporal orientation, perceptions, and fine/gross motor skills) as organizers of thought and behavior. Development: The review systematized theoretical and empirical contributions on milestones from 0 to 3 years of age and on the role of psychologists and educators. It identified that interventions focused on motor play, body schema, and sensory perceptions were associated with the prevention of later difficulties in reading, writing, and attention. It integrated evidence from neuroeducation that linked positive emotions and physical activity with improvements in memory, motivation, and self-regulation. It recognized the heterogeneity of development mediated by cultural, health, and family factors, and highlighted the need for periodic assessments, safe affective environments, and interdisciplinary work with family participation. Conclusions. The review concluded that early intervention in neuro functions and psychomotor skills was a prerequisite—rather than a complement—for optimizing cognitive, motor, and socio-emotional trajectories. It recommended systematically training health and education professionals, standardizing screening protocols in institutions, and strengthening the continuity of stimuli at home. It pointed out gaps in longitudinal evidence and local validation of instruments, and proposed future research with longitudinal designs, academic and socio-emotional impact assessment, and cost-effectiveness analysis for scaling up.
Copyright (c) 2024 Maikel José Aragundi Pascual , Alan José Nieto Bastidas , María José Alameda González (Author) https://creativecommons.org/licenses/by/4.0
Proposal for neurofunctional psychomotor training in children aged 0 to 3 years, aimed at psychologists and educators
Psychomotor skills help to strengthen mental and physical health, therefore mastering body movements in babies and children is a very rewarding way so that they can communicate their needs and understand those of others. Therefore, the child will favor the relationship with their environment, taking into account their needs, influencing the interaction with their environment and it will help him explore his world in order to develop his full potential in the cognitive, affective and social field in the long term. The objective of this work is to develop a training proposal on the psychomotor neurofunctional test “Exam of movement from ages 0 to 3” aimed at psychologists and educators. The starting point was an exhaustive systematic review of the literature on psychomotor neurofunctional development in children from ages 0 to 3, which contributed to the development of the proposal aimed at psychologists and educators in the Moodle UDA. The main results of the systematic review of this work was to observe a variety of research on proposals to promote psychomotor neurofunctional development in the educational environment. The relevance of psychomotor skills in neurofunctional functions during early childhood gives rise to numerous interventions and learning experiences that contribute significantly to the comprehensive growth of each child in their various stages of development, which is why it is essential to highlight the importance of maintaining a continuous training and encourage interdisciplinary collaboration between psychologists and educators to successfully implement the psychomotor neurofunctional proposal.
Neuroscience as a mediator of mathematical learning in General Basic Education
Neuroscience-based strategies focus on applying knowledge of brain functioning to facilitate the teaching and learning of mathematics. The present research aimed to analyze how neuroscience-based strategies improve the learning of mathematics in higher basic education. The methodology reflects a research with a mixed approach, descriptive scope, documentary and field type; with the application of three methods: bibliographic, deductive and statistical; for the collection of empirical data, it was applied the survey technique and as an instrument, the questionnaire. The data obtained show that the strategies have a neuropedagogical foundation that focuses on promoting long-term learning in students; and, that teachers mostly use cognitive, metacognitive, socio-affective strategies and, occasionally, playful and technological strategies. It is concluded that the most frequently applied strategies consider activation of previous learning, reflection and interaction, and less frequently, those that promote creativity and motivation, without adequate use of digital resources. Therefore, it is necessary to implement playful activities and use technological tools for the teaching of Mathematics.
The family-school relationship in the development of students with SLI
The study recognized that parenting styles shaped relationships between families and children, influencing their social adaptation and learning. It highlighted that the family acted as the primary socializing agent, transmitting parenting models from generation to generation. The literature showed that consistent and affectionate parenting promoted self-esteem, confidence, and academic performance, while rigid or inconsistent guidelines generated insecurity and maladjustment in children. Development The research indicated that parenting styles had a particular influence on children with Specific Language Impairment (SLI), who required a stable and supportive environment. It was evident that family dynamics, roles, and communication had an impact on overcoming this disorder. Authoritarian or neglectful parenting limited socio-emotional development, while a democratic style promoted resilience, motivation, and confidence. Likewise, it was emphasized that the family-school relationship was essential, given that active parental involvement strengthened educational intervention and facilitated academic progress. Inclusive public policies, such as Decree 170, supported the need for family and school support to ensure educational equity. Conclusion In summary, it was concluded that parenting styles were a decisive factor in the overall development of children, especially those with SLI. Consistency between family and school made it possible to create supportive environments that transformed vulnerabilities into learning opportunities, contributing to the development of confident, resilient, and socially integrated students.
Relationship between work stress and sleep quality among nursing staff at a Category II-1 hospital in Cajamarca, March 2025
Introduction: Stress levels are associated with physiological changes, including sleep disorders and sleep quality. Objective: To explore the relationship between work-related stress levels and sleep quality in nursing professionals; and to determine the prevalence and level of work-related stress and sleep quality among nursing professionals. Methods: This was a basic study with a quantitative approach and a non-experimental design, with analytical and cross-sectional features, probability and simple random sampling. The sample included 115 nurses who completed a questionnaire composed of the Pittsburgh Sleep Quality Index (PSQI) and the Expanded Nursing Stress Scale (ENSS), with Cronbach's alphas of 0.93 and 0.92, respectively. Results: There was a significant association between the two variables (p = 0.018) with a prevalence ratio of 1.74. No participant showed high levels of stress; however, 81.74% (94) of the surveyed employees had low stress levels and 18.26% had moderate stress levels. 56.52% (65) of the participants reported poor sleep quality and 43.48% reported good sleep quality. Only employment status was significantly associated with sleep quality (p = 0.027). Salaried employees reported better sleep quality (71.1%) than contract employees (49.4%). Conclusion: The study found a significant association between job stress and sleep quality among nurses.
Copyright (c) 2025 Henry Emerson Medina Vásquez, Diego Leonel Salcedo Osorio, Mauricio Germán Suárez Soto, Segundo Bueno Ordoñez (Author) https://creativecommons.org/licenses/by/4.0
Didactic strategies to stimulate attentional capacity in children with specific educational needs at the Corina del Parral de Velasco Ibarra Early Education Center
This study focuses on the development of didactic strategies aimed at strengthening attentional capacity in children with special educational needs (SEN). Inclusive education from early childhood represents a fundamental challenge to ensure equity and quality, enabling children with SEN to actively participate in the teaching–learning process. The main objective of this study was to propose didactic strategies to strengthen attentional capacity in children with SEN at the Corina del Parral de Velasco Early Education Center. The optimization of educational tasks is addressed through innovative approaches that foster inclusion, cognitive development, and autonomy in the classroom. The methodology was based on a mixed approach, combining qualitative and quantitative perspectives, with research designs that included observations and semi-structured questionnaires. The sample consisted of four children with SEN and six teachers from the morning section of the educational center. The results showed that inclusive strategies are occasionally implemented, highlighting the need to strengthen teacher training and to incorporate multisensory pedagogical activities. Findings revealed that the intentional use of visual and manipulative materials positively impacts children’s concentration, stability, and classroom engagement. The conclusions emphasize the importance of structured and differentiated planning that considers the attentional characteristics of children in early childhood to ensure inclusive learning. It is recommended to implement the proposed didactic strategies oriented toward multisensory approaches and curricular adaptations to enhance attentional capacity and promote a fair, inclusive, and integrated educational environment.
Copyright (c) 2025 Gabriela Gissell Calderón Morales, Juana Esther Franco Rivadeneira (Author) https://creativecommons.org/licenses/by/4.0
Psycho-pedagogical strategies for the inclusion of students with ADHD in basic education
Introduction: The study addressed the educational inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in elementary education, given that this neuropsychiatric disorder significantly affected academic performance, social integration, and emotional well-being. The research was based on theoretical frameworks such as Vygotsky's sociocultural theory, information processing, and self-determination theory, with the aim of designing psycho-pedagogical strategies adapted to the school context. Methods: The research was conducted using a qualitative and descriptive approach. The population consisted of seventh-grade students at the Ciudad del Norte School, and the sample corresponded to one student diagnosed with ADHD. Data collection techniques such as participant observation, semi-structured interviews, focus groups, and document review were used. Methods of analysis, synthesis, induction, and deduction were also employed to identify patterns and formulate an intervention proposal. Results: The expected results indicated that the implementation of personalized psycho-pedagogical strategies, such as curricular adaptations, use of visual organizers, self-regulation techniques, and collaborative activities, favored the participation of students with ADHD. In addition, collaboration between teachers, families, and specialists was identified as decisive in ensuring the effectiveness of the interventions. Conclusions: The study concluded that the inclusion of students with ADHD required a comprehensive approach based on curriculum personalization, teacher training, and school-family cooperation. These strategies not only improved academic performance but also strengthened student motivation, self-esteem, and sense of belonging.
Copyright (c) 2024 Jazmín Antonia Velez Aguirre , Yisell Vigoa Escobedo (Author) https://creativecommons.org/licenses/by/4.0
Study Techniques and Academic Performance in Human Medicine at a University in Cajamarca 2024
Objective: Determine the relationship between study techniques and academic performance of students. second and third year students of Human Medicine at a university in Cajamarca 2024. Materials and methods: Quantitative, non-experimental, transectional and correlation-type study, with a sample made up of 108 students from the second and third year of the Human Medicine degree in the year 2024. A reliable unified questionnaire was used (Study techniques and academic performance in Human Medicine students Cronbach 0.72), the statistic was used for data analysis descriptive and inferential, determining significance at p<0.05. Results: No one found relationship between the variables of study techniques and academic performance. It was observed that the is the most used technique at 42.6%, while active memory and repetition spaced are the least used at 50.0% and 38.9% respectively. Furthermore, it was found a significant relationship of the variables gender and academic condition with academic performance in 0.045 and 0.003 respectively. Conclusion: There is no positive relationship between the techniques of study and academic performance. It was identified that the most used study techniques are those of low and medium utility. It was also established that the academic performance category was superior to the average. Finally, it was found that other factors can influence academic performance. such as the female sex and the regular academic cycle.
Copyright (c) 2025 Ángela Rubí Gonzales Carranza, Manuel Antonio Huamán Florián, Enzo Bazualdo Fiorini, Teddy William Saavedra Alvarado, Miriam Adelis Leyva Chávez (Author) https://creativecommons.org/licenses/by/4.0
Educational ecosystem and RTI for ADHD care in school settings
Introduction: The preliminary project examined the educational inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in basic education, understood as a challenge that required equity and full participation. It recognized that ADHD affected performance, social integration, and emotional well-being, and that the pedagogical response should be based on evidence and context-sensitive approaches. Development: A theoretical framework was reviewed that integrated Vygotsky's sociocultural perspective, highlighting the Zone of Proximal Development and scaffolding as supports for collaboration and cooperative learning. From the perspective of information processing, the role of working memory and executive functions was emphasized, prioritizing explicit instruction, visual organizers, attentional cues, and metacognitive strategies. Self-Determination Theory guided the creation of environments that satisfied autonomy, competence, and relatedness through meaningful choices, shared goals, and timely feedback. Likewise, a multimodal model and the Response to Intervention (RTI) approach were valued, with continuous monitoring and data-based decision-making, incorporating curricular adjustments, assistive technologies, CBT, and school-family-service coordination. Personalized teaching, task segmentation, scheduled breaks, and formative assessment were proposed. Conclusions: The study concluded that the effective inclusion of students with ADHD required a coherent, multilevel pedagogical ecosystem. Strategies were most effective when they were coordinated with each other, responded to the variability of ADHD, and were continuously evaluated. It was recommended to strengthen institutional policies, teacher professional development, and implementation research that measured fidelity, cost-effectiveness, and long-term impact, incorporating the voices of students and families.
Implementation of Augmentative and Alternative Communication strategies to benefit the right to be heard of children and adolescents diagnosed with Autism Spectrum Disorder in the context of Family Court proceedings
Through this research, we immerse ourselves in a topic of great relevance to the contexts of institutional intervention of children diagnosed with autism spectrum disorder, located from the interrogative How the implementation of augmentative and alternative communication strategies would mitigate communication barriers in the procedures developed by Courts with family competence based on the due exercise of the right to be heard of children and adolescents diagnosed with Autism Spectrum Disorder? We know that the right to be heard is fundamental and is protected by national and international laws, such as the Convention on the Rights of the Child. However, the traditional methods in our courts, which depend on verbal communication and complex questions, leave aside the particularities of children and adolescents with ASD. They may have difficulties with oral language, understanding abstract concepts, or sensory sensitivities that make a court environment overwhelming. This, as Górriz Plumed (2006) points out when talking about the Theory of Mind, affects their ability to interpret nonverbal signals and follow a fluid conversation, key elements in these processes. The challenge is no less: the Office of the Ombudsman for Children (2024) warns us about the gap in the effective participation of children in the judicial sphere. It's not that they don't have an opinion, it's that they don't always find the right channels to express it. Our final degree activity seeks just that: to propose augmentative and alternative communication (AAC) strategies that allow us to break down these barriers. We rely on the theory of AAC (Bondy et al., 2013; Reaño, 2022) and the vast regulations that protect the rights of children and disability. We will thoroughly investigate the current procedures, the difficulties faced by children with ASD, and how tools such as the Image Exchange Communication System (PECS) can transform this reality. It should be contextualized that this is an exploratory-descriptive qualitative study that will review legislation, reports and scientific literature, always with an ethical commitment to respect and confidentiality. Because we firmly believe that every voice, no matter how it is expressed, deserves to be heard and taken into account.
Augmentative and alternative communication
Copyright (c) 2025 Flavia Constanza Salvo Reyes, Samir Eduardo Mauad Gómez, Mario Antonio Silva Leal (Author) https://creativecommons.org/licenses/by/4.0
From recognition to impact: communicational inclusion of children and adolescents with ASD in the Chilean justice system
Introduction: The study identified the right of children and adolescents to be heard as a pillar of the protection system, recognized by the CRC and Chilean laws 19,968 and 21,430. It identified that the effective exercise of this right was strained when children and adolescents had autism spectrum disorder (ASD), due to communication and sensory particularities that were not sufficiently considered in forensic practice. Based on frameworks such as the Lundy model and the CRPD, the need for reasonable procedural conditions and support to ensure substantive participation was raised. Development: The national and international framework, the Judiciary's guidelines, and the evidence on confidential interviews were reviewed, revealing a lack of standardized protocols and a predominance of verbal formats. ASD (DSM-5) was characterized, including communicational heterogeneity and atypical sensory processing, which increased stress in judicial settings. Under the umbrella of Universal Accessibility (physical, sensory, cognitive), Augmentative and Alternative Communication (AAC)—pictograms, boards, social scripts, voice output devices, and anticipation—was established as a resource for expanding comprehensibility and communicative agency. The gap between regulatory intent (including Law 21.545) and its implementation was evident due to a lack of training, resources, and operational guidelines. Conclusions: The study concluded that the gap between legal recognition and actual participation persisted for children and adolescents with ASD. It determined that AAC, integrated into flexible protocols, improved understanding, self-regulation, and the voice of children and adolescents, provided that there was early communication assessment, individualized selection of supports, environmental adaptations, and interprofessional coordination. It recommended institutionalizing screenings, accessible preliminary materials, systematic use of AAC in hearings, evidentiary recording of supports, and ongoing training of operators, promoting pilot programs with fidelity, cost-effectiveness, and impact on decision quality assessments.
augmentative and alternative communication
Use of social networks and sleep quality in students of basic sciences of human medicine in Cajamarca - Peru 2025
Social networks also affect different aspects, such as sleep quality, which is key to the learning process. Objective: To test the extent to which there is a relationship between sleep quality and the use of social networks among undergraduate students of human medicine at a public university in Cajamarca. Materials and methods: A quantitative, correlational, cross-sectional analysis study was conducted with 150 students (65 women and 85 men). The study used the Pittsburgh Sleep Quality Index (PSQI), which consists of nine scores on a scale of 0 to 3, with the lowest score indicating the best and the highest score indicating the worst. The total score is obtained by summing the individual scores, with higher scores indicating poorer sleep quality, with a Cronbach's alpha of 0.83. The questionnaire developed by Camahuali to measure the extent of social network use consisted of 20 Likert scale questions, with a Cronbach's coefficient of 0.81. Results: 62% of students used social media moderately and 82% had poor sleep quality. The correlation between the two variables was almost zero, but a possible relationship cannot be excluded. Conclusion: Although statistical significance was not reached, a correlation was observed between sleep quality and social media use.
Copyright (c) 2025 JOYCE LIZETH PÉREZ TERÁN , JHAN CARLOS DÍAZ MONDRAGÓN , DIEGO JESÚS VILLOSLADA DELGADO, ENZO RENATO BAZUALDO FIORINI, SEGUNDO BUENO ORDOÑEZ (Author) https://creativecommons.org/licenses/by/4.0
Coping strategies and academic stress in students at a pre-university academy in Cajamarca, March 2025
Objectives: To determine the relationship between coping strategies and academic stress at a pre-university center in Cajamarca, March 2025. Method: Basic research with a quantitative, non-experimental, cross-sectional and correlational approach. The sample consisted of 197 pre-university students. The SISCO (Cronbach's alpha of 0.920) and A-CEA (Cronbach's alpha of 0.847) questionnaires were used to measure stress and coping strategies respectively. The information was processed using Excel and SPSS 27. Results: A significant relationship was found using the Chi-square test (X2 = 79.506; p = <0.005) and a moderate negative correlation (Rho = -0.503; p =, 000) between the variables studied. The positive reappraisal strategy being the one that presents the highest level of coping (17%). It was found that 51.8% experienced severe stress. It was also shown that stress is related to age (X2 = 109.732; p= < 0.001) and the degree program the student is applying for (X2 = 40.335; p= < 0.001). Conclusion: There is an inverse and significant relationship between the two variables, with positive re-evaluation being the strategy that presents the highest level of coping. The majority of the population experiences severe stress, which is influenced by two factors: age and the degree program they are applying for.
Copyright (c) 2025 Ayay Chilón Benjamin, Belén Etelvina Correa Marín , Leslie Cardenas Huaripata , Segundo Bueno Ordoñez (Author) https://creativecommons.org/licenses/by/4.0
Characterization of ludic practices in language schools of the Valparaíso commune in virtual and face-to-face modality in times of pandemic for early childhood education students.
The present research has as a general objective, the Characterization of ludic practices in Language Schools of the Valparaíso commune in virtual and face-to-face modality in times of pandemic for initial education students. Developing in the Upper Middle level courses, the first Transition Level and the Second Transition Level. The study approach is qualitative in nature, a significant amount of information will be obtained regarding the subject studied, which will be through surveys, as well as through interviews, mainly aimed at teachers of differential education and / or assistant of special education, who are working in the selected language schools. Since it is a study case with a qualitative approach, a significant amount of information will be obtained regarding the topic of research, which will be through surveys, as well as interviews, and mainly aimed at teachers of Differential education and/or Differential Education Assistants, who are working in the language schools selected. Subsequently, a triangulation will be carried out in relation to the analysis of the information gathered, where all the used tools will be considered for the gathering information, and where it will be also displayed theoretical information referred to this.
Copyright (c) 2022 Karen Knaak Villar, Bitia Villalón Camus, Patricia Vilches Román, Pamela Herrera Díaz, Marta Paredes Sánchez (Author) https://creativecommons.org/licenses/by/4.0
Attention and diversity in early education: bases, strategies and normative framework
Introduction: The text placed attention to diversity as a pillar of early education and interpreted attentional capacity as an enabling condition for learning and self-regulation. It argued that this capacity depended on internal and external factors, and that its early stimulation favored performance, coexistence and social adaptation, especially in children with specific educational needs (SEN). He also stated that inclusion transcended mere presence and required an ethical and professional commitment materialized in flexible and collaborative pedagogical practices. Development: He explained that didactic strategies functioned as an operational bridge between the principles of inclusion and practice. It was described that, when they were multisensory, structured and culturally situated, they allowed adjusting how to teach without giving up what to learn. She detailed attention progressions between 3 and 5 years of age (stability, volume and concentration) and linked their strengthening with predictable environments, visual supports, play and explicit teaching. He reinterpreted the role of the teacher as a mediator who observed, evaluated formatively, identified barriers and coordinated with families and teams. Finally, he pointed out that the Ecuadorian legal and curricular framework obliged to guarantee access, participation and achievement, enabling access, non-significant and significant adaptations. Conclusions: He concluded that consolidating an inclusive early education required planning based on the real profile of each child, affective and structured environments, continuous evaluation focused on progress and school-family-community work. She recommended strengthening teacher training in neuroeducation applied to care, creating banks of accessible strategies and materials, and monitoring with equity and learning indicators, in order to turn the normative promise into daily experience for all.
Case Study: Strategy to be developed in the classroom for a student with Autism Spectrum Disorder (ASD) through the Universal Design for Learning
The main purpose of this research is to implement a suitable strategy to work with an Autism Spectrum Disorder learner. This strategy was based on the Universal Design for Learning (UDL). The design will contribute to teachers that are constantly failing with Autism Spectrum Disorder learners inside EFL classrooms. The methodologies chosen by the authors of this research will be connected with the national curriculum, in which UDL is the main source when selecting a strategy.The methodological design used was a qualitative case study. Videos were the instruments to collect data. The participant is one student from second grade in a public school. The results show, on the one hand, the contrast related to the student's behavior in a typical EFL class and; on the other hand, two lessons applying the Universal Design for Learning (UDL). These last demonstrate that applying a strategy focused on the student's needs, helps to motivate them to participate and follow instructions in a more didactic way.
Copyright (c) 2022 Lorena Escobar Garcés, Valentina Soto Verdugo, Edgardo Aragú Pérez (Author) https://creativecommons.org/licenses/by/4.0
Intensity of support and equity: the place of EELs in the Chilean education system
Introduction: The article examined the place of Special Language Schools (EEL) in the Chilean education system, framing it within General Education Law No. 20.370/2009 and specific regulations for TEL/TDL. It contextualized how decentralization and enrollment expansion favored the diversification of modalities, positioning EELs as a specialized response for early intervention and equitable access to the curriculum. Development: The study described three areas: (1) the organization of the education system and its levels and modalities; (2) the regulatory framework for special education and EELs—including Exempt Decrees No. 148/1980, No. 192/1997, No. 1300/2002, and its amendment No. 1085/2020, Law No. 20.422/2010, Decree No. 170/2010, and Decree No. 83/2015—; and (3) the functioning of EELs, addressing language theories, linguistic levels, and pedagogical and speech therapy strategies. It identified that EELs provided more intensive support than PIE, especially in terms of speech therapy hours, and that professionals such as special education teachers and speech therapists conducted initial assessments and periodic reevaluations, coordinating interventions with families and school teams under DUA principles. It also noted tensions associated with resource heterogeneity, continuity of support, and gaps between EELs and PIE. Conclusions: It concluded that the existence of EELs was normatively justified and pedagogically relevant for children with SLI/SLD, ensuring early and systematic intervention in the form, content, and use of language. It proposed challenges strengthening detection and continuous evaluation, converging standards between EEL and PIE, strengthening collaborative work, and consolidating longitudinal monitoring systems that would guide funding and technical support toward verifiable results of inclusion and curricular achievement.
Copyright (c) 2023 Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy, Pamela Herrera Díaz (Author) https://creativecommons.org/licenses/by/4.0
Classroom climate and TEL/TDL: strategies for a safe, participatory and equitable coexistence
Introduction: School coexistence in Chile was analyzed as a pillar of comprehensive development, highlighting its impact on learning and socioemotional well-being. An increase in complaints of violence and cyberbullying was observed, which affected students with SEN, especially with TEL/TDL, with greater intensity. Although regulatory frameworks and devices such as Law No. 20,536, the Inclusion Law and the PIE were available, there was a gap between the prescription and the daily practice in the establishments. Development: The configuration of coexistence in regular schools and special language schools was described, reviewing internal regulations and coexistence manuals. It was documented that specialized environments offered more explicit and protective supports, while in regular schools, barriers to peer interaction and gaps in teacher preparation persisted. The socioemotional characteristics of TEL/TDL - pragmatic difficulties, lower expressiveness and vulnerability to rejection - were related to more fragile classroom climates. The role of leadership, pedagogical management, training and coexistence, and resource management to articulate prevention, timely intervention and remediation was highlighted. The need for communicative adjustments, visual supports, guided cooperative work and explicit emotional education was identified. Conclusions: It was concluded that ensuring inclusive coexistence required moving from regulations to implementation with evidence. It was recommended to strengthen teacher and coexistence team training in TEL/TDL, update regulations with clear inclusive measures, make visible and monitor annual plans with goals and indicators, and consolidate school-family-community co-responsibility. In addition, there was a lack of research on emotional and social dimensions in TEL/TDL that conditioned decision making in the modalities studied.
Copyright (c) 2023 Tihare Andrea Escobar Torres , Javiera Fernanda Olivares Mella , Pamela Herrera Díaz (Author) https://creativecommons.org/licenses/by/4.0
Special Language Schools in the Chilean Education System. Is their existence justified?
Education is dynamic, since it is exposed to constant changes, that is, since it is not a static phenomenon, it evolves, which makes it a complex human and cultural process (León, 2007), in this sense, the educational process in Chile, over time, has evolved in different areas, among which it is important to mention the creation of Special Language Schools, currently regulated by different decrees, among which is mainly Decree No. 1300/2002. Considering the above, the general objective of this research is to determine if the existence of Special Language Schools is justified in the current context, through a systematic review of current regulations, current research and perception of key actors in education. To this end, the study is ascribed to the interpretive paradigm and is guided by the qualitative approach with a phenomenological design that allowed the analysis of the Chilean educational regulations referring to special education, special language schools, intervention for Specific Language Disorder or Disorder of Language (TEL/TDL) and the School Integration Program (PIE). With respect to the main results and important findings, it is highlighted that the intervention for TEL/TDL can be considered more specialized in the Special Language Schools since students enter these establishments a year earlier and have more hours of intervention with professionals such as the speech therapist. and they have fewer students per classroom compared to the PIE, however, there are not as many diagnostic discharges, and they continue to need support in basic education.
Family-school co-responsibility and TEL in Chile: policies, practices and learning
Introduction: The article examined the family-school relationship as an axis for early childhood learning, focusing on children with Specific Language Disorder (SLD) in Chile. It framed the analysis in the current policies (General Education Law, DS No. 170 and Exempt Decree No. 83) and described how the pandemic strained the pedagogical continuity, making connectivity and resource gaps visible. The purpose was to characterize family types and parenting styles, and to analyze educational strategies implemented by Special Language Schools and School Integration Programs. Development: The work described the family as the first socializing agent and detailed its influence on motivation, self-esteem and performance. It conceptualized family diversity and reviewed parenting styles, highlighting their impact on development. She presented TEL as a transitory educational need and summarized guidelines for its evaluation and intervention. He presented specific strategies (speech rate adjustment, gestural supports, emphasis on functional exchanges) and pedagogical strategies (co-teaching, teaching diversification, universal design, discovery learning and motivational strategies). It addressed the role of the PIE in comprehensive assessments and supports, as well as school-family collaboration devices (parent workshops, bidirectional communication channels), especially relevant in online and hybrid modalities during the pandemic. Conclusions: The study concluded that the family-school alliance, sustained in inclusive frameworks and collaborative practices, proved to be a necessary condition for access, participation and curricular progress of students with TEL. It recommended institutionalizing collaboration plans with shared goals, strengthening teacher and PIE/EEL team training, ensuring resources for connectivity and materials prioritizing vulnerability, and monitoring linguistic development with common indicators. It recognized contextual heterogeneity as a limit and proposed investigating the comparative effectiveness of co-teaching models and the transfer of skills to the home.
Copyright (c) 2023 Javiera Balladares Contreras , Valentina Gatica Inostroza , Fernanda Núñez Beattie , Pamela Herrera Díaz , Marta Paredes Sánchez (Author) https://creativecommons.org/licenses/by/4.0
School coexistence in children with Specific Language Disorder/Language Development Disorder in transition levels of special and regular schools with School Integration Program in the Valparaíso region
This research addresses school coexistence in children with Specific Language Disorder/Developmental Language Disorder at transitional levels. An analysis of current regulations, coexistence management, socio-emotional characteristics and coexistence problems observed in these children is presented. A general objective is established that seeks to describe this influence of SLI/TDL on coexistence. The study uses the interpretative paradigm, with a level of descriptive knowledge and its design is a multiple case study, to collect the information is done through documentary research and interviews which were applied to education professionals in special language and regular school with PIE in the region of Valparaíso. The modalities of coexistence management were identified, as well as the impact of communication and socio-emotional aspects was analyzed, to finally characterize the main coexistence problems observed in these children. The results of the research allowed us to conclude that in these schools, SLI/DLT has an influence on the school coexistence of children in early education. Communication difficulties and socio-emotional aspects that affect coexistence were identified and the importance of the work of the coexistence teams and the classroom teacher as the differential teacher in addressing these problems was highlighted. This research contributes to generating greater knowledge about school coexistence in children with SLI/DLD and to finding solutions to improve the educational and classroom climate, as well as inclusion, in turn future lines of research on this topic are proposed.
early childhood education and elementary school teacher
Inclusive Education and Language Learning for Children with Autism Spectrum Disorder
The literature review focused on the inclusion of children with Autism Spectrum Disorder (ASD) in educational contexts, particularly within English language instruction. The analysis revealed that international studies highlighted both the barriers and the opportunities linked to inclusive practices. Evidence from Iran demonstrated that structural and cultural limitations often prevented children with ASD from participating in mainstream schools, confining them to specialized institutions. However, parents and headteachers expressed openness to inclusive approaches when adequate teacher training and resources were available. Other investigations emphasized the challenges of second language acquisition among children with ASD. These studies showed that, despite difficulties in communication, organization, and social interaction, ASD learners were capable of acquiring vocabulary and grammar when instruction was systematic, structured, and adapted to their strengths. Research also noted that bilingualism could enhance cognitive and linguistic abilities, placing ASD students at an advantage under appropriate pedagogical strategies.Theoretical contributions from Asperger’s early work, diagnostic frameworks such as DSM-IV and DSM-5, and Gardner’s theory of Multiple Intelligences provided conceptual tools to understand the heterogeneity of learners. These perspectives reinforced the idea that ASD students could benefit from flexible methodologies that respected their unique learning profiles. In conclusion, the review demonstrated that inclusive education for ASD children was feasible and beneficial when grounded in frameworks like Universal Design for Learning (UDL). Successful implementation depended on teacher preparation, curricular adaptation, and broader social commitment, turning inclusion into both an educational necessity and a collective responsibility.
Neurocognitive and educational frameworks used to support students with conditions such as dyslexia, dyscalculia, dysgraphia, and dyspraxia
Introduction: Understanding neurocognitive frameworks applied to specific learning difficulties, such as dyslexia, dyscalculia, dysgraphia, and dyspraxia, is a fundamental axis for the design of evidence-based educational interventions. These conditions, classified within neurodevelopmental disorders, are characterized by alterations in specific brain circuits that affect the acquisition and automation of essential academic skills, without the existence of a global intellectual deficit. Objective: To describe the neuroanatomical and neurocognitive frameworks related to the support of students suffering from pathologies such as dyslexia, dyscalculia, dysgraphia, and dyspraxia. Methods: A critical analysis of the specialized literature was carried out in September 2025, covering the results of publications made from any year due to the few bibliographies found in three databases: Elsevier, Google Scholar, and PubMed. Clinical, controlled, and randomized trials, including multicenter studies, were included. Development: In the field of neuroeducation, French and German literature has provided intervention models that combine multisensory stimulation with specific cognitive training. For example, the Graphogame program, developed in Finland and adapted in France, has shown efficacy in improving phonological awareness and naming speed in children with dyslexia. Conclusions: Clinical and therapeutic strategies in neuroscience, focused on the treatment of disorders affecting language and the performance of everyday tasks, are linked to the neurocognitive profiles of the aforementioned groups.
Copyright (c) 2024 Emmanuel Zayas Fundora, Jaguer Javier Mora Mejia (Author) https://creativecommons.org/licenses/by/4.0
Creation of a School Integration Program at a subsidized private school in the municipality of Valparaíso
Within the framework of education in Chile, attention to diversity has positioned itself as a fundamental component for its development, supported by efforts aimed at equalizing learning opportunities and integrating students with Special Educational Needs (SEN) in the regular classroom, with the purpose of favoring the presence, participation and promotion in the classroom of all, as well as achieving the learning objectives, thus contributing to the continuous improvement of the quality of education. The general objective of this research was to elaborate a proposal to guide the creation of a School Integration Program in a private subsidized school in the commune of Valparaíso through a systematized research process. For this purpose, an interpretative paradigm, a qualitative approach, a descriptive level of knowledge and a case study design were adopted. The study included documentary research and the participation of three managers, who were interviewed with thirteen open-ended questions. In addition, ten teachers and seven educational assistants who work at the school in question also participated by answering a questionnaire. Among the most significant results and findings, the absence of a previous evaluation of the school's feasibility for the implementation of the SIP stands out. However, this is perceived as a substantial improvement in educational quality. The purpose of this research is to benefit students with learning difficulties by making teaching more flexible and diversified, enriching the school community with knowledge and resources, and fostering the appreciation of diversity.
Copyright (c) 2023 Catalina Gallardo Lazo , Jael Tobar Miranda , Pamela Herrera Díaz (Author) https://creativecommons.org/licenses/by/4.0