NEUROCOGNITIVE AND PEDAGOGICAL FACTORS OF INCLUSION IN STUDENTS WITH SEN
DOI:
https://doi.org/10.29076/issn.2602-8379vol10iss18.2026pp69-83pKeywords:
neuropsychology, pedagogy, student, educational needs, cognition, social inclusionAbstract
This study analyzes the neurocognitive and pedagogical factors that determine successful inclusive participation in students with Special Educational Needs (SEN), addressing the growing demand for implementing evidence-based inclusive educational practices. The main objective was to identify multidimensional predictors of inclusive participation through the assessment of neurocognitive, pedagogical, and psychoeducational variables in students with SEN. A quantitative approach with a cross-sectional correlational-descriptive scope was used, evaluating 25 students with SEN (8-16 years old) who attend a psychopedagogical support center in the city of Cuenca, Ecuador. The methodology included standardized instruments: Neuropsychological Assessment for Children (ENI-2), Wechsler Intelligence Scale for Children-V (WISC-V), Self-Concept Form 5 (AF-5), and Inclusive Pedagogical Strategies Questionnaire. The most relevant results revealed that the predictive model explained 81.2% of variance in inclusive participation, identifying individualized support as the most potent predictor (β=.496), followed by academic self-concept (β=.345) and verbal comprehension (β=.323). The discussion evidenced the multifactorial nature of inclusive success, highlighting the synergistic convergence between neurocognitive, pedagogical, and psychoeducational factors. The main conclusions confirm that successful inclusion requires multidimensional approaches integrating comprehensive neuropsychological assessment, personalized pedagogical strategies, and specific programs for strengthening academic self-concept, providing a solid empirical foundation for formulating inclusive educational policies.
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