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2022-08-03

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cc-by (c) Molina Roldán, Silvia et al., 2022
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/194485

Editorial: Interactive learning environments: Fostering learning, development, and relationships for children with special needs

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https://doi.org/10.3389/feduc.2022.975142

Abstract

Research and theoretical developments in education and educational psychology have shown that interactions, especially communicative interactions through dialogue, have a crucial role to promote students' progress in learning and development (Vygotsky, 1978; Bruner, 1996; Wegerif, 2011). These interactions especially include learning with diverse peers in heterogeneous contexts, but also with other people in the community (Valls and Kyriakides, 2013). However, not all students have had the same opportunities to benefit from such interactive learning environments. Students with special needs have traditionally received an education based on separate attention and individual programs which often reduced learning objectives and contents and opportunities for social interaction. In this regard, it is a concern that students with special educational needs tend to leave school without adequate qualifications (European Agency for Special Needs and Inclusive Education, 2017), and that it is a group especially vulnerable to bullying and abuse (Rose et al., 2011).

Subject

Educació inclusiva, Infants amb discapacitat, Interactivitat (Educació), Tecnologia educativa, Interacció educativa, Educació especial

Subject (English)

Inclusive education, Children with disabilities, Interactivity (Education), Educational technology, Interaction analysis in education, Special education

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Articles publicats en revistes (Didàctica i Organització Educativa)

Citation

MOLINA ROLDÁN, Silvia, RODRIGUES DE MELLO, Roseli and PADRÓS, Maria. Editorial: Interactive learning environments: Fostering learning, development, and relationships for children with special needs. Frontiers in Education. 2022. Vol. 7, num. 975142. ISSN 2504-284X. [consulted: 9 of June of 2026]. Available at: https://hdl.handle.net/2445/194485

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