Vol. 2 (2023): Neurodivergences

View Vol. 2 (2023): Neurodivergences
Published: 2023-01-01

Original

  • Educational Ecosystems and Inclusion at the Santa Ana Institute: ‘Personalised Education in Heterogeneous Classrooms, mediated by ICT’

    Lucía Viviana Vila, Sandra Del Valle Soria (Author)
    94
    DOI: https://doi.org/10.56294/neuro202394

  • Towards social inclusion: Argentine influencers with disabilities in the digital era

    Josefina Stanglino , Carolina Cerruti (Author)
    61
    DOI: https://doi.org/10.56294/neuro202361

  • Educational Inclusion of Children with Attention Deficit Hyperactivity Disorder

    Cintia Desirée Rossi, Rubén M Pereyra (Author)
    57
    DOI: https://doi.org/10.56294/neuro202357

  • Educational inclusion and ADHD: challenges and strategies for equitable teaching

    Cintia Desirée Rossi, Rubén M Pereyra (Author)
    82
    DOI: https://doi.org/10.56294/neuro202382

  • Online Planning System for Parents of Children with Autism Spectrum Disorders

    Juan Emanuel Ojeda (Author)
    70
    DOI: https://doi.org/10.56294/neuro202370

  • Creation of a School Integration Program at a subsidized private school in the municipality of Valparaíso

    Catalina Gallardo Lazo , Jael Tobar Miranda , Pamela Herrera Díaz (Author)
    91
    DOI: https://doi.org/10.56294/neuro202391

  • Special Language Schools in the Chilean Education System. Is their existence justified?

    Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy, Pamela Herrera Díaz (Author)
    72
    DOI: https://doi.org/10.56294/neuro202372

  • 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

    Tihare Andrea Escobar Torres , Javiera Fernanda Olivares Mella , Pamela Herrera Díaz (Author)
    67
    DOI: https://doi.org/10.56294/neuro202367

  • Families and strategies to support the learning of children with specific language disorders in times of pandemic

    Javiera Balladares Contreras , Valentina Gatica Inostroza , Fernanda Núñez Beattie , Pamela Herrera Díaz , Marta Paredes Sánchez (Author)
    52
    DOI: https://doi.org/10.56294/neuro202352

Review

  • Pedagogical innovation and educational personalisation: an inclusive proposal at the Santa Ana Institute, Córdoba

    Lucía Viviana Vila , Sandra Del Valle Soria (Author)
    87
    DOI: https://doi.org/10.56294/neuro202387

  • Social media and disability: the impact of influencers on building digital citizenship

    Josefina Stanglino , Carolina Cerruti (Author)
    68
    DOI: https://doi.org/10.56294/neuro202368

  • Technological innovation in the intervention of Autism Spectrum Disorder

    Juan Emanuel Ojeda (Author)
    58
    DOI: https://doi.org/10.56294/neuro202358

  • From the integrative paradigm to inclusion: ICT and blended learning in early childhood education

    Silva Jessica del Rosario, Sandra del Valle Soria (Author)
    66
    DOI: https://doi.org/10.56294/neuro202366

  • Towards an inclusive school culture: challenges and opportunities for the PIE in Chile

    Catalina Gallardo Lazo , Jael Tobar Miranda , Pamela Herrera Díaz (Author)
    65
    DOI: https://doi.org/10.56294/neuro202365

  • Intensity of support and equity: the place of EELs in the Chilean education system

    Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy, Pamela Herrera Díaz (Author)
    81
    DOI: https://doi.org/10.56294/neuro202381

  • Classroom climate and TEL/TDL: strategies for a safe, participatory and equitable coexistence

    Tihare Andrea Escobar Torres , Javiera Fernanda Olivares Mella , Pamela Herrera Díaz (Author)
    73
    DOI: https://doi.org/10.56294/neuro202373

  • Family-school co-responsibility and TEL in Chile: policies, practices and learning

    Javiera Balladares Contreras , Valentina Gatica Inostroza , Fernanda Núñez Beattie , Pamela Herrera Díaz , Marta Paredes Sánchez (Author)
    69
    DOI: https://doi.org/10.56294/neuro202369