FATORES NEUROCOGNITIVOS E PEDAGÓGICOS DE INCLUSÃO EM ESTUDANTES COM NEE
DOI:
https://doi.org/10.29076/issn.2602-8379vol10iss18.2026pp69-83pPalavras-chave:
neuropsicologia, estudante, pedagogia, necessidades educacionais, cognição, inclusão socialResumo
O presente trabalho analisa os fatores neurocognitivos e pedagógicos que determinam a participação inclusiva bem-sucedida em estudantes com Necessidades Educativas Especiais (NEE), considerando a crescente demanda de implementar práticas educativas inclusivas baseadas em evidência científica. O objetivo principal consistiu em identificar os preditores multidimensionais da participação inclusiva mediante a avaliação de variáveis neurocognitivas, pedagógicas e psicoeducativas em estudantes com NEE. Empregou-se uma abordagem quantitativa com alcance correlacional-descritivo de corte transversal, avaliando 25 estudantes com NEE (8-16 anos) que assistem a um centro de apoio psicopedagógico da cidade de Cuenca-Equador. A metodologia incluiu a aplicação de instrumentos padronizados: Avaliação Neuropsicológica Infantil (ENI-2), Escala de Inteligência Wechsler para Crianças-V (WISC-V), Autoconceito Forma 5 (AF-5) e Questionário de Estratégias Pedagógicas Inclusivas. Os resultados mais relevantes revelaram que o modelo preditivo explicou 81,2% da variância em participação inclusiva, identificando o apoio individualizado como preditor mais potente (β=,496), seguido por autoconceito acadêmico (β=,345) e compreensão verbal (β=,323). A discussão evidenciou a natureza multifatorial do sucesso inclusivo, destacando a convergência sinérgica entre fatores neurocognitivos, pedagógicos e psicoeducativos. As principais conclusões confirmam que a inclusão bem-sucedida requer aproximações multidimensionais que integrem avaliação neuropsicológica integral, estratégias pedagógicas personalizadas e programas específicos de fortalecimento do autoconceito acadêmico, proporcionando uma base empírica sólida para a formulação de políticas educativas inclusivas.
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