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Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review

1
Faculty of Psychology and Education, University of Deusto, 48007 Bilbo, Bizkaia, Spain
2
Faculty of Educational Sciences and Psychology, Rovira i Virgili University, 43003 Tarragona, Spain
3
Faculty of Education, Universidad de País Vasco, 20007 Donostia-San Sebastian, Spain
4
Faculty of Education, University of Vic, 08500 Vic, Spain
*
Author to whom correspondence should be addressed.
Soc. Sci. 2020, 9(6), 97; https://doi.org/10.3390/socsci9060097
Received: 22 May 2020 / Revised: 5 June 2020 / Accepted: 6 June 2020 / Published: 8 June 2020
The United Nations’ Sustainable Development Goal 4 stresses the importance of offering all students an inclusive, quality education, so that they can develop necessary life skills, including academic and social skills. Students with special educational needs and/or disabilities (SEND) not only have greater difficulties in their academic development, but they also have some social development limitations. It is therefore necessary to identify which strategies are effective in helping these students develop social skills. Previous research has noted that dialogical learning environments can contribute to promoting inclusion. This paper provides a literature review of interventions, based on social interaction and their impact on the social skills of students with disabilities. A literature search was performed of scientific databases (Web of Science, SCOPUS, PsycINFO and ERIC) to identify research that used dialogue and interaction to promote the development of the social skills of these students. Twenty-nine studies were selected that yielded improved results in the increase and quality of interactions and the promotion of social behaviours, such as initiations, participation, collaboration, social connection, self-regulation and self-image. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the social skills of students with disabilities, in line with previous research. View Full-Text
Keywords: school-based interventions; interaction; dialogue; social competencies; disability school-based interventions; interaction; dialogue; social competencies; disability
MDPI and ACS Style

Fernandez-Villardon, A.; Alvarez, P.; Ugalde, L.; Tellado, I. Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Soc. Sci. 2020, 9, 97.

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