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This study examines the public stigma of children with autism spectrum disorder (ASD) by their school-aged peers, focusing on both explicit and implicit attitudes. The twofold aims were to provide a broader picture of public stigma and to explore age-related changes in attitudes. Students completed an explicit measure of the public stigma and an implicit measure of attitudes after watching a video displaying children with ASD vs. typically developing (TD) children. Both measures showed more negative perceptions towards children with ASD compared to TD children. However, while explicit attitudes improved with age, implicit attitudes remained constantly negative. This finding suggests that both explicit and implicit attitudes should be considered when promoting an inclusive climate at school.

ABSTRACT Regarding the education of the deaf people, Vygotsky severely criticized speech teaching techniques for their mechanical, artificial, and sometimes cruel nature, although he agreed with the general objectives of oralism. In the late 1920s, he began to point out the failure of this method and in a conference in 1931, he radicalized his position. He proposed an educational work based on polyglossia involving different forms of speech, including mimicry and centered on the processes of communication and signification aiming to meet the guideline of social education for the effective insertion of the child into the collective. This article aims to explore the author’s arguments in this reorientation of ideas and indicate points of advancement and limits. The purpose is to highlight Vygotsky’s contributions to issues raised in the current scenario of deaf people education, based on his elaborations both in the field of defectology and in the sphere of general theses about the semantic dimension of higher psychic functions. RESUMO Sobre a educação de surdos Vigotski tecia críticas severas às técnicas de ensino da fala por seu caráter mecânico, artificial e por vezes cruel, embora concordasse com os objetivos gerais do oralismo. No final dos anos 1920, passa a apontar o fracasso desse método e, numa conferência em 1931, radicaliza sua posição. Propõe então um trabalho educativo baseado na poliglossia envolvendo diferentes formas de fala, incluindo a mímica, e nucleado nos processos de comunicação e significação, visando atender à diretriz de educação social para uma efetiva inserção da criança no coletivo. Este artigo objetiva explorar a argumentação do autor nessa reorientação de ideias e indicar pontos de avanço e limites. O propósito é destacar as contribuições de Vigotski para questões postas no cenário atual da educação de surdos, com base em suas elaborações tanto no campo da defectologia como na esfera das teses gerais sobre a dimensão semântica das funções psíquicas superiores. RESUMEN Sobre la educación de sordos Vygotsky hacía críticas severas a las técnicas de enseñanza del habla por su carácter mecánico, artificial y por veces despiadado, aunque concordara con los objetivos generales del oralismo. En el final de los años 1920, pasa a apuntar el fracaso de ese método y, en una conferencia en 1931, radicaliza su posición. Propone entonces una labor educativa basada en la poliglosía abarcando distintas formas de habla, incluyendo la mímica, y nucleado en los procesos de comunicación y significación, visando atender a la directriz de educación social para una efectiva inserción del niño en el colectivo. En este artigo se objetiva explorar la argumentación del autor en esa reorientación de ideas e indicar puntos de avance y límites. El propósito es destacar las contribuciones de Vygotsky para cuestiones puestas en el escenario actual de la educación de sordos, con base en sus elaboraciones tanto en el campo de la defectología como en la esfera de las tesis generales sobre la dimensión semántica de las funciones psíquicas superiores.

Children and adolescents with ASD are increasingly included in regular school settings, however little is known about how placement decisions are made. In the present study, we examined the types and duration of school attendance among children and adolescents in the ELENA Cohort, a multi-center study of children and adolescents with ASD, ages 2–16 years, in France. Results showed that 88% of subjects were attending school and that children and adolescents with more severe adaptive and cognitive deficits were less likely to attend school. The results provide a topography on school inclusion and ASD in France. Challenging behaviors and sensory processing difficulties were associated with partial-inclusion; and co-occurring anxiety symptoms were associated with inclusion on a full-time basis.

In recent years, many psycho-educational technologies were studied to address the schoolrelated difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders; (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the “ToGather” app.

Inclusive education is the right which guarantees the attendance of all students, as well as their participation and also the possibility for them to progress, within the educational system. Throughout the following study we will take a brief look at this process, still in progress, dealing with the most relevant aspects with regards to legislation and literature relative to this subject. The main objective is to propose a scale of measurement of the level of inclusion and to know what are the fundamental aspects to carry out a true inclusion. The most novel aspect included in this study is related to the results of empirical research, which lends a scientific framework for this process. We propose a measurement scale for inclusive education (CSEI) which - taking into consideration the opinion of 133 teachers - includes 10 factors deemed to be essential in order to reach a reliable conclusion. Furthermore, using causal and linear regression models, we can illustrate the fact that knowledge relative to inclusion is more important than that knowledge relative to disability. Also, the improvement in measures for integration, as well as the correction of deficiencies in teaching, are fundamental aspects to consider in order to achieve inclusive education.

Purpose: Within this theme, the objective was to analyze the history of special education, going from the distant past to the present, presenting the evolution of this type of teaching, its perspectives and interpretations, as well as identifying the main legal norms that discuss rights of students with disabilities.   Theoretical background: It concerns the school inclusion of students with disabilities based on the insertion of the specialized educational service room in the school environment.   Methodology: It is inferred that a qualitative study was developed using documentary and bibliographical research.   Results and conclusion: Through this research, it was concluded that individuals with disabilities are being gradually inserted into school spaces thanks to actions promoted by the State, however there are still many actions to be done so that inclusion school is fully manifested.   Research implications: The study advances in verifying Specialized Educational Assistance as a fundamental tool to realize the right to inclusive education, ensuring that people with disabilities have access, participation and effective permanence in the school environment.   Originality/value: It is expected that this work can bring great contributions to the topic covered, considering that the subject is little discussed despite its great relevance to the area of law, education and society in general.

The research aims to identify how the management of inclusive school learning based on local wisdom is implemented in junior high schools. Our research is qualitative with an explanatory approach. The study participants were selected following a sampling technique with specific criteria. Data collection techniques include observations made by researchers without being directly involved in activities. In addition, interviews were conducted through direct communication between the interviewer and the participant. The data analysis technique was interactive, consisting of three activity lines including (1) data reduction, (2) data display, and (3) data verification. Theoretically, the teacher's research results show that implementing local wisdom-based learning management in inclusive schools has not been effective and needs to be improved in every aspect so that children with special needs can learn like other children.

School inclusion is based on the need to adopt and implement a holistic view of education, training, and human development embodied in the idea of everyone, for everyone. In the context of Physical Education (PE), there are still several constraints to the realization of this universal desideratum. Among these, teacher training and qualification for the inclusion of students with Specific Health Needs (SHNs) stands out. That is, students with physical and mental health problems whose impact is significantly manifested in the learning process. Thus, the objective of this study was to identify the representations of PE teachers about their training to develop inclusive processes with students with SES. Participants in this study were 151 PE teachers from different regions and districts of Portugal (Algarve, Aveiro, Castelo Branco, Lisbon, Porto, and Viseu) who had 23.6 ± 8.1 years of teaching service. Teachers answered an online questionnaire, on the Google Forms platform, with open and closed questions about their education and training to develop inclusive processes in PE. The results indicate two significant dimensions: (1) initial training for teaching inclusive PE and (2) continuous training for inclusion. Regarding initial training, a large majority of the teachers under study, at the end of their initial training, did not have the essential skills to teach PE to students with SES. It was also identified that a large majority reported not having had any contact with students with SES throughout their training process for teaching. It was also recognized that this training was not adjusted to the development of intervention skills with students with SHN. Regarding continuous training, it was identified that attendance at this training increased their skills to teach PE to students with SHN. Workshops/actions/training courses are the main training models adopted. However, it is recognized that the training provided does not respond concretely to their training needs to intervene with students with SHN, since teachers essentially seek to improve intervention in the context of inclusive physical education. We conclude that teacher training for inclusion is not yet fully adjusted to the reality of the inclusive school paradigm. In this sense, in practical terms, the following are suggested: (1) the need for reinforcement in study plans with specific and long-term curricular units; (2) the introduction of real practice components in context; and (3) supervised pedagogical practice in diverse contexts.

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts.

Abstract Hospital teachers face the challenge of working in complex contexts with few empirical references. This systematic review aims to analyze empirical studies published between 2000-2020 related to teaching in hospital settings. Using the PRISMA guidelines, we identified 363 articles in the Web of Science, SciELO and Scopus databases: 11 studies were selected after the inclusion criteria were applied. We identified three areas of study: research trends; work dimensions and teacher characteristics; and challenges. We found a predominance of descriptive studies, theoretical frameworks of inclusion and civil rights, and female teachers and researchers. The analyzed studies emphasize emotional aspects, a lack of guidelines, and difficulties related to teachers’ work. We conclude by signaling the need to strengthen the methodology of related studies, increase the joint responsibility of teachers and medical staff, and generate specific policies and preparation. These findings identify advances and challenges in the field that could guide its development. Resumen Los/as docentes hospitalarios/as enfrentan el desafío de incluir en contextos complejos con pocos antecedentes empíricos. Esta revisión sistemática tuvo por objetivo analizar los estudios empíricos publicados entre el 2000-2020 sobre docencia en pedagogía hospitalaria. Utilizando los lineamientos PRISMA, identificamos 363 artículos en las bases de datos Web of Science, SciELO y Scopus, seleccionando 11 bajo criterios de inclusión. Identificamos tres categorías transversales: tendencias de estudio; dimensiones del trabajo y características docentes; y desafíos. Los resultados muestran el predominio en el campo de: estudios descriptivos; enfoques teóricos de inclusión y derecho; y mujeres como docentes e investigadoras. Las investigaciones enfatizan en aspectos emocionales, la falta de orientaciones y dificultades relacionales del trabajo docente. Se concluye la necesidad de fortalecer metodológicamente los estudios, aumentar la corresponsabilidad docente-personal médico; y generar políticas y formación específica.Estos hallazgos identifican avances y desafíos en el campo pudiendo orientar su desarrollo. Resumo Professores hospitalares enfrentam o desafio de trabalhar em contextos complexos com poucos antecedentes empíricos. Esta revisão sistemática teve como objetivo analisar os estudos empíricos publicados entre 2000 e 2020 sobre a pedagogia em contextos hospitalares. Utilizando as diretrizes PRISMA, identificamos 363 artigos nas bases de dados: Web of Science, SciELO y Scopus, selecionamos 11 conforme o critério de inclusão. Identificamos três categorias: tendências de estudo; dimensões de trabalho e características docentes; e desafios. Os resultados mostram a predominância de estudos descritivos; estudos teóricos sobre inclusão e direitos; e mulheres como docentes e investigadoras. As investigações enfatizam aspectos emocionais, falta de orientação e dificuldades relacionais do trabalho docente. Concluímos que existe uma necessidade de fortalecer metodologicamente os estudos, aumentar a corresponsabilidade entre docente e equipe médica; e gerar politicas de formação específica. Esses achados identificam avanços e desafios no campo, podendo orientar o seu desenvolvimento.