Effective Educational Approaches to Foster School Inclusion of Children with Selective Mutism

Fernando Sarracino; Federica Badii Esposito; Giovanna Scala; Fabiola Palmiero

Effective Educational Approaches to Foster School Inclusion of Children with Selective Mutism

Fernando Sarracino, Federica Badii Esposito, Giovanna Scala, Fabiola Palmiero

Abstract

Selective mutism (SM) is an anxiety disorder that manifests in childhood and is characterised by the inability to speak in specific social environments, despite normal verbal communication in others. This research explores how targeted teaching strategies can effectively support the school inclusion of children with SM. A mixed-method approach was adopted, combining quantitative and qualitative assessments based on validated instruments widely acknowledged in the literature. The tools employed to evaluate student progress included the Selective Mutism Questionnaire (SMQ), the Student Well-Being Questionnaire (SWQ), structured behavioural observations, and semi-structured interviews conducted with teachers, parents, and students. The findings indicate a marked improvement in both the inclusion and active engagement of pupils with SM, highlighting the positive effects of the implemented personalised teaching strategies. These approaches proved beneficial not only for students’ learning and academic outcomes but also for their psychological well-being and social integration.

Keywords

InclusionSpecial PedagogyInnovative TeachingSelective MutismAnxiety

References

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Effective Educational Approaches to Foster School Inclusion of Children with Selective Mutism

Abstract

Keywords

References

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