Neurodivergences

2022 - 2026

From Ediciones Neurodivergencias
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Volume 2, month January, 2023

Families and strategies to support the learning of children with specific language disorders in times of pandemic pp. 52

Javiera Balladares Contreras, Valentina Gatica Inostroza, Fernanda Núñez Beattie, Pamela Herrera Díaz and Marta Paredes Sánchez

Educational Inclusion of Children with Attention Deficit Hyperactivity Disorder pp. 57

Cintia Desirée Rossi and Rubén M Pereyra

Technological innovation in the intervention of Autism Spectrum Disorder pp. 58

Juan Emanuel Ojeda

Towards social inclusion: Argentine influencers with disabilities in the digital era pp. 61

Josefina Stanglino and Carolina Cerruti

Towards an inclusive school culture: challenges and opportunities for the PIE in Chile pp. 65

Catalina Gallardo Lazo, Jael Tobar Miranda and Pamela Herrera Díaz

From the integrative paradigm to inclusion: ICT and blended learning in early childhood education pp. 66

Silva Jessica del Rosario and Sandra del Valle Soria

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 pp. 67

Tihare Andrea Escobar Torres, Javiera Fernanda Olivares Mella and Pamela Herrera Díaz

Social media and disability: the impact of influencers on building digital citizenship pp. 68

Josefina Stanglino and Carolina Cerruti

Family-school co-responsibility and TEL in Chile: policies, practices and learning pp. 69

Javiera Balladares Contreras, Valentina Gatica Inostroza, Fernanda Núñez Beattie, Pamela Herrera Díaz and Marta Paredes Sánchez

Online Planning System for Parents of Children with Autism Spectrum Disorders pp. 70

Juan Emanuel Ojeda

Special Language Schools in the Chilean Education System. Is their existence justified? pp. 72

Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy and Pamela Herrera Díaz

Classroom climate and TEL/TDL: strategies for a safe, participatory and equitable coexistence pp. 73

Tihare Andrea Escobar Torres, Javiera Fernanda Olivares Mella and Pamela Herrera Díaz

Intensity of support and equity: the place of EELs in the Chilean education system pp. 81

Katia Alejandra Álvarez Gutiérrez, Damaris Muriel Muñoz Monrroy and Pamela Herrera Díaz

Educational inclusion and ADHD: challenges and strategies for equitable teaching pp. 82

Cintia Desirée Rossi and Rubén M Pereyra

Pedagogical innovation and educational personalisation: an inclusive proposal at the Santa Ana Institute, Córdoba pp. 87

Lucía Viviana Vila and Sandra Del Valle Soria

Creation of a School Integration Program at a subsidized private school in the municipality of Valparaíso pp. 91

Catalina Gallardo Lazo, Jael Tobar Miranda and Pamela Herrera Díaz

Educational Ecosystems and Inclusion at the Santa Ana Institute: ‘Personalised Education in Heterogeneous Classrooms, mediated by ICT’ pp. 94

Lucía Viviana Vila and Sandra Del Valle Soria

Volume 1, month December, 2022

Parenting styles and their influence on overcoming Specific Language Impairment in students aged 5 to 9 at Miraflores School, Viña del Mar pp. 10

Andrea Pamela Olivares Miranda, Marta Gabriela Paredes Sánchez, Dayanna Alejandra Pizarro Suárez and Yirda Romero Marchant

Digital tools and their use in the education of children with ASD pp. 21

Fernando Pablo Mazza

The family-school relationship in the development of students with SLI pp. 23

Andrea Pamela Olivares Miranda, Marta Gabriela Paredes Sánchez, Dayanna Alejandra Pizarro Suárez and Yirda Romero Marchant

Digital technologies for the inclusion of children with ASD: development of an educational application pp. 24

Néstor Adrian Aguirre

Case Study: Strategy to be developed in the classroom for a student with Autism Spectrum Disorder (ASD) through the Universal Design for Learning pp. 26

Lorena Escobar Garcés, Valentina Soto Verdugo and Edgardo Aragú Pérez

ICT and Educational Inclusion in Autism Spectrum Disorder pp. 27

Fernando Pablo Mazza

Educationa ecosystems and inclusion: Implementation of the DUA to minimize learning barriers in the Early Childhood Education Level at the Santa Ana Institute pp. 28

Silva Jessica del Rosario and Sandra del Valle Soria

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 pp. 29

Karen Knaak Villar, Bitia Villalón Camus, Patricia Vilches Román, Pamela Herrera Díaz and Marta Paredes Sánchez

Platform for Encouraging Social Communication in Children with Autism pp. 30

Néstor Adrian Aguirre

Playful strategies as a pedagogical pillar in early childhood education during COVID-19 pp. 31

Karen Knaak Villar, Bitia Villalón Camus, Patricia Vilches Román, Pamela Herrera Díaz and Marta Paredes Sánchez

Digital Education and Inclusion: Digital Tools used in Education and their application in students with Autism pp. 32

Juan Ignacio Quevedo

Perception and feelings of children with ASD in relation to clothing pp. 36

Ileana González and Ana Cubeiro

The incorporation of ICTs as an axis of educational transformation pp. 39

Juan Ignacio Quevedo

Clothing design as a tool for inclusion for children with Autism Spectrum Disorder pp. 47

Ileana González and Ana Cubeiro

Inclusive Education and Language Learning for Children with Autism Spectrum Disorder pp. 48

Lorena Escobar Garcés, Valentina Soto Verdugo and Edgardo Aragú Pérez