Neuropsychology and intervention in students with special educational needs
Neuropsychology and intervention in students with special educational needs is a topic that has been researched internationally in recent years, however its practice is still not frequent due to the lack of knowledge of educators in this regard, so the present study proposes. The objective is to ana...
| Authors: | , , , , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Sapienza Grupo Editorial |
| Repository: | Sapienza (Curitiba) |
| Language: | Spanish |
| OAI Identifier: | oai:ojs2.journals.sapienzaeditorial.com:article/288 |
| Online Access: | https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/288 |
| Access Level: | Open access |
| Keyword: | Necessidades Educacionais Especiais, Neuropsicologia, Inclusão, Aprendizagem, Intervenção Special Educational Needs, Neuropsychology, Inclusion, Learning, Intervention Necesidades Educativas Especiales, Neuropsicología, Inclusión, Aprendizaje, Intervención. |
| Summary: | Neuropsychology and intervention in students with special educational needs is a topic that has been researched internationally in recent years, however its practice is still not frequent due to the lack of knowledge of educators in this regard, so the present study proposes. The objective is to analyze the importance of neuropsychology and intervention in students with special educational needs. For this, a quantitative descriptive methodology was proposed, being the method of collecting information, the bibliographical and documentary inquiry based on three topics regarding special educational needs: conceptualization, teacher training, and intervention. The results showed that the conceptions around special educational needs have evolved not only in terms of the use of terms but also in the scope of attention to students who present it, with regulations that protect them and protect the right of inclusion. On the other hand, it was identified that the greatest limitation in neuropsychological intervention is due to the lack of knowledge of educators on the subject and their deficiency in the implementation of new educational strategies. In the case of the intervention, its benefits in the teaching-learning practice are highlighted in favor of meaningful, inclusive learning that provides quality of life to students. |
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