Modelo pedagógico multissensorial e novas tecnologias de ensino com abordagem inclusiva: uma revisão sistemática

Autores

  • Juan Carlos Romero Rodríguez Universidad Cesar Vallejo, Piura, Perú
  • Wendy Lorena Ocampo Ulloa Universidad Técnica de Babahoyo, Ecuador
  • Karla Gisella Velásquez Paccha Universidad Técnica de Babahoyo, Ecuador
  • Karina Isabel Reyna Santillán Ministerio de Educación, Ecuador

Palavras-chave:

educação inclusiva, modelo multissensorial, tecnologias educacionais, neuroaprendizagem, necessidades educacionais especiais

Resumo

Introdução: A educação inclusiva é um compromisso vital para abordar a diversidade nas salas de aula, especialmente para alunos com necessidades educacionais especiais. A formação de professores e as políticas educacionais devem se adaptar a essa inovação para garantir sua implementação eficaz, sustentada e equitativa. Formação em tecnologias de informação e comunicação. Materiais e métodos: Esta revisão sistemática analisa o impacto do modelo pedagógico multissensorial combinado com novas tecnologias de ensino em contextos inclusivos para alunos do ensino médio básico (8 a 14 anos). O protocolo PRISMA foi aplicado para selecionar 48 estudos empíricos publicados entre 2014 e 2024 nas bases de dados internacionais Scopus, ERIC e SciELO. Resultados: Os resultados mostram melhorias significativas no desempenho acadêmico, neuroplasticidade e habilidades socioemocionais, juntamente com avanços na acessibilidade para alunos com necessidades educacionais especiais. Discussão: Desafios ligados à exclusão digital e à formação de professores em tecnologias de informação e comunicação também são identificados. Conclusões: As evidências revisadas indicam que a integração de um modelo pedagógico multissensorial com tecnologias emergentes é uma maneira eficaz de promover a aprendizagem profunda e a educação inclusiva em alunos do ensino fundamental. Estabelece-se um impacto positivo no desempenho acadêmico e na neuroplasticidade cerebral, bem como no desenvolvimento socioemocional, com benefícios específicos para alunos com necessidades educacionais especiais.

Referências

Aguilar, F., & Pérez, M. (2015). Inclusive pedagogies and technology: A case study. Computers & Education, 88, 111–120. https://doi.org/10.1016/j.compedu.2015.04.006

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.

Allen, S. (2018). 3D learning models for inclusive science classrooms. Journal of Science Education and Technology, 27(4), 545–556. https://doi.org/10.1007/s10956-018-9735-8

Álvarez, D., & Torres, B. (2016). Multisensory teaching strategies in mathematics. Educational Studies in Mathematics, 92(3), 431–447. https://doi.org/10.1007/s10649-016-9690-8

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133-149.

Benítez, M., & Ramírez, F. (2022). Inclusive educational technology: A review. Educational Review, 74(2), 245–263. https://doi.org/10.1080/00131911.2020.1787615

Bermejo, J. (2017). The effect of gamification in inclusive primary schools. Australasian Journal of Special Education, 41(1), 85–97. https://doi.org/10.1017/jse.2017.4

Bouck, E. C., Maeda, Y., & Flanagan, S. (2017). Universal design for learning in postsecondary classes for students with intellectual disabilities. Journal of Postsecondary Education and Disability, 30(4), 337-351.

Caballero, I., et al. (2018). Tablets for visual impairment in basic education. International Journal of Inclusive Education, 22(3), 287–299. https://doi.org/10.1080/13603116.2017.1348502

Caldera, R., & Luna, T. (2019). Mobile apps for students with dyslexia. Revista Latinoamericana de Educación Inclusiva, 14(2), 187–200.

Castillo, S., & Méndez, G. (2019). Audiovisual media and language development in TEA. Autism Research, 12(3), 492–507. https://doi.org/10.1002/aur.2046

Castro, A., & Díaz, M. (2019). Virtual reality resources in inclusive education: An empirical study. Journal of Research on Technology in Education, 51(4), 313–326. https://doi.org/10.1080/15391523.2019.1618488

De la Cruz, J., & Martínez, R. (2015). E-learning platforms for cognitive disabilities. Interactive Learning Environments, 23(7), 1003–1017. https://doi.org/10.1080/10494820.2014.915847

Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. https://doi.org/10.1126/science.1167311

Fernández Batanero, J., Reyes Rodríguez, A. D., & García Rodríguez, I. (2022). Assistive technology for the inclusion of students with disabilities. Educational Technology Research, 70(1), 1–20. https://doi.org/10.1007/s11423-022-10127-7

Ferreira, T., et al. (2018). Gamification and special education: An analysis. Education and Information Technologies, 23(2), 639–652. https://doi.org/10.1007/s10639-017-9643-0

Fuentes, C., & Molina, V. (2020). Gamification as tool for inclusive motivation: Evidence and challenges. Australasian Journal of Special Education, 44(1), 104–121. https://doi.org/10.1017/jse.2020.1

Gómez, L. (2020). Mobile applications for students with dyslexia: Impact study. Revista Latinoamericana de Educación Inclusiva, 14(3), 213–228.

Hernández, D. (2017). Neurocognitive effects of educational robots in diverse classrooms. Educational Neuroscience, 5(1), 51–65. https://doi.org/10.1080/1750984X.2017.1281285

Hernández, R., & Quiroz, L. (2022). Motivational impact of gamified strategies in inclusive classrooms. Interactive Learning Environments, 30(7), 1458–1472. https://doi.org/10.1080/10494820.2021.1874925

Ivanov, S. (2017). Accessibility through auditory learning technology: Implications for visual disability. Disability & Society, 32(5), 783–798. https://doi.org/10.1080/09687599.2016.1257699

Johnson, M. (2021). Adaptive platforms in mathematics education. Journal of EdTech, 34(1), 55–70.

Kim, N. (2018). Collaboration and social robotics: New perspectives in inclusive education. Computers in Human Behavior, 77, 463–472. https://doi.org/10.1016/j.chb.2017.09.037

Kindermann, T. A., & Skinner, E. A. (2022). Developmental pathways through middle childhood and adolescence. Annual Review of Developmental Psychology, 4, 1–28. https://doi.org/10.1146/annurev-devpsych-060320-093655

Lee, Y. (2022). Robotics in inclusive classrooms. International Journal of Special Education, 37(2), 210–225.

Lester, A., & Chen, W. (2014). Learning gains in mathematics through adaptive software: A quasi-experimental study. British Journal of Educational Technology, 45(4), 671–682. https://doi.org/10.1111/bjet.12139

Li, H., & Sun, X. (2020). Personalized e-learning and basic education. Education and Information Technologies, 25(6), 5155–5170. https://doi.org/10.1007/s10639-020-10277-y

López, C., & Suárez, G. (2017). Sensory approaches for inclusive literacy teaching. Journal of Inclusive Education, 21(2), 156–172.

Martínez, C. (2015). Emotional development with multisensory learning. Psicothema, 27(3), 234–241. https://doi.org/10.7334/psicothema2014.126

Medina, S., & Vargas, P. (2021). The impact of VR laboratories in rural schools. Journal of Science Education and Technology, 30(2), 351–359. https://doi.org/10.1007/s10956-021-09905-3

Miranda, F. (2019). Adaptive technologic assessment in inclusive education. Educational Technology Research and Development, 67(2), 453–470. https://doi.org/10.1007/s11423-018-9604-3

Morán, P., & Ruiz, S. (2021). Virtual laboratories for physical disabilities. Journal of Science Education and Technology, 30(5), 643–659. https://doi.org/10.1007/s10956-021-09935-x

Oliveira, P. (2023). Wearables for ADHD management. Journal of Attention Disorders, 27(8), 950–965. https://doi.org/10.1177/10870547211059397

Palacios, L. (2018). Tablets and mobile resources for hearing impairment. Revista Complutense de Educación, 29(3), 455–470. https://doi.org/10.5209/rev_RCED.2018.v29.n3.54432

Pinto, F., & Vargas, R. (2021). Effectiveness of mixed reality in the classroom for students with NEE. Journal of Educational Computing Research, 59(2), 234–252. https://doi.org/10.1177/0735633120958269

Ramírez, J., et al. (2016). Digital literacy programs in rural schools: Challenges and solutions. Revista Mexicana de Investigación Educativa, 21(68), 1159–1175.

Reyes Rodríguez, A. D. (2023). ¿Revisiones sistemáticas en educación? Revista de Ciencias Sociales, 29(4), 509–520.

Rodríguez, G., & Tupayachi, S. (2019). Virtual learning for inclusion in basic schools. Computers & Education, 133, 181–192. https://doi.org/10.1016/j.compedu.2019.01.002

Saavedra, G. (2019). Teacher digital competence in inclusive environments. Education and Information Technologies, 24(3), 2323–2345. https://doi.org/10.1007/s10639-019-09929-1

Salas, E., & Moreno, J. (2018). Sensory stimulation and neuroplasticity in inclusive settings. Educational Neuroscience, 8(2), 123–136. https://doi.org/10.1080/1750984X.2018.1426887

Sánchez, P., & Vega, C. (2020). Audiodescription technology for blind students. Review of Disability Studies, 16(2), 65–81.

Santos, L., & Méndez, C. (2018). Gamified learning strategies in TEA. Autism Research, 11(4), 652–661. https://doi.org/10.1002/aur.1925

Silva, K. (2021). Teacher training in educational technology. Profesorado, 25(3), 33–50.

Soriano, T. (2023). Barriers to inclusive ICT: A systematic review. Computers & Education, 190, 104605. https://doi.org/10.1016/j.compedu.2022.104605

Soto, J., & Araya, D. (2022). Digital tools for inclusive classrooms in rural contexts. Education and Information Technologies, 27(5), 7183–7196. https://doi.org/10.1007/s10639-022-11010-4

Torres, L., & Martínez, S. (2018). Multisensory environments for learning: Review and perspectives. Education and Information Technologies, 23(2), 234–247. https://doi.org/10.1007/s10639-017-9626-4

Valverde, J., & López, E. (2022). Cognitive development and technology in primary schools. Infancia y Aprendizaje, 45(2), 232–247. https://doi.org/10.1080/02103702.2022.2049451

Vargas, L., & Núñez, M. (2020). Social learning with robots for special needs. Computers in Human Behavior, 112, 106467. https://doi.org/10.1016/j.chb.2020.106467

Vega, S., & Reyes, F. (2016). Inclusive math learning through games. British Journal of Special Education, 43(1), 49–61. https://doi.org/10.1111/1467-8578.12108

Villarroel, V., & Ramírez, D. (2022). The role of auditory cues in learning for blind students. Disability & Society, 37(7), 1238–1255. https://doi.org/10.1080/09687599.2021.1963507

Zhou, X., & He, J. (2016). Personalized learning with adaptive systems. International Review of Research in Open and Distributed Learning, 17(3), 25–39. https://doi.org/10.19173/irrodl.v17i3.2342

UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and education: All means all. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000373718

Downloads

Publicado

2025-08-13

Como Citar

Romero Rodríguez, J. C., Ocampo Ulloa, W. L., Velásquez Paccha, K. G., & Reyna Santillán, K. I. (2025). Modelo pedagógico multissensorial e novas tecnologias de ensino com abordagem inclusiva: uma revisão sistemática. Mestre E Sociedade, 22(3), 2040–2052. Recuperado de https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7086

Edição

v. 22 n. 3 (2025)

Seção

Artículos

Licença

Copyright (c) 2025 Juan Carlos Romero Rodríguez, Wendy Lorena Ocampo Ulloa, Karla Gisella Velásquez Paccha, Karina Isabel Reyna Santillán

Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.

This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.

Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.