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Comprehensive Overview of Inclusive Pedagogies for Students with Special Educational Needs: Traditional Methods and Neuropedagogical Innovations

Giovanni Tafuri, Federica Badii Esposito, Lucia Ariemma

Abstract

The importance of this topic is rooted in the delineation of the neuropedagogical dimension associated with mental and pedagogical strategies for instructing children with special educational needs. This manuscript encompasses a theoretical analysis of the discourse surrounding this topic, the elucidation of the term "inclusive education," the core principles governing the education of students with disabilities; as well as the neuropedagogical perspective on mental and pedagogical strategies in the teaching of children with special educational needs. The understanding of the inclusive education concept has been examined, and pertinent literary sources addressing this topic have been synthesized. The findings culminate in the assertion that a rigorous assessment of traditional approaches within the neuropedagogical context of cognitive and educational strategies for teaching children with special educational needs is essential. The research underscores that in the domain of educator preparation for teaching professionals; the application of pedagogical methods specifically designed for children with special educational requirements may facilitate their integration into the educational system. The foundational tenet of inclusion is predicated on the acknowledgment of the distinct abilities of each student. Consequently, the educational framework ought to be organized in a manner that adequately responds to the individualized educational needs of all students.

Keywords

Supportive learning environment; Pedagogy; Disability

References

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