Innovación educativa mediante el Método Van Dijk en contextos inclusivos

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Carrera, K., Baquedano, T., & Herrera, C. (2024). Sordoceguera y sistemas de comunicación: una exploración de sus principales núcleos teóricos. Código Científico Revista de Investigación, 5(1), 1231-1246. https://doi.org/10.55813/gaea/ccri/v5/n1/429

Colonna, T., & Valenti, A. (2024). Comunicare con alunni sordociechi: riflessioni e pratiche pedagogiche. Italian Journal of Special Education for Inclusion, 12(1), 27-34. https://doi.org/10.7346/sipes-01-2024-02

Cruz-Núñez, R., Seminario-Hurtado, N., Avellaneda-Vásquez, J., & Solís-Castillo, J. (2025). Accesibilidad tecnológica de estudiantes universitarios con sordoceguera. Revista de Ciencias Sociales, 31(2), 127-138. https://doi.org/10.31876/rcs.v31i2.43751

Donoso, O., Lattapiat, P., & Olivares, C. (2022). Análisis del trabajo pedagógico realizado por docentes con estudiantes que presentan sordoceguera en cinco regiones de Chile, en escuelas regulares con Programas de Integración Escolar (PIE) y escuelas especiales. Revista Educación, 46(1), 155-170. https://doi.org/10.15517/revedu.v46i1.45087

Erwin-Davidson, L., McKee, A., & O’Crowley, E. (2024). Improving family engagement during implementation of IEP-aided AAC services: An interdisciplinary US-based perspective. Frontiers in Education, 9, 1487304. https://doi.org/10.3389/feduc.2024.1487304

Fonsfria, M., Ferioli, G., Karayannis, Z., & Molina, H. (2022). Análisis fílmico de prácticas educativas en niños con discapacidad múltiple y sordoceguera en América Latina y Caribe. Revista Cedotic, 7(2), 12-41. https://doi.org/10.15648/cedotic.2.2022.3538

Geuze, L., & Goossensen, A. (2021). Exploring the experiences of Dutch parents caring for children with profound intellectual and multiple disabilities: A thematic analysis of their blogs. Global Qualitative Nursing Research, 8, 23333936211028170. https://doi.org/10.1177/23333936211028170

Geuze, L., Goossensen, A., & Schrevel, S. (2023). “Continuously struggling for balance”: The lived experiences of Dutch parents caring for children with profound intellectual and multiple disabilities. Journal of Intellectual & Developmental Disability, 48(2), 161-171. https://doi.org/10.3109/13668250.2022.2073707

Geuze, L., Schrevel, S., & Goossensen, A. (2023). “It is important that we also remain a person ourselves”: A qualitative study about the role of healthcare and social welfare services by Dutch parents caring for a child with profound intellectual and multiple disabilities at home. SSM - Qualitative Research in Health, 4, 100326. https://doi.org/10.1016/j.ssmqr.2023.100326

Gjermestad, A., Skarsaune, S., & Bartlett, R. (2023). Advancing inclusive research with people with profound and multiple learning disabilities through a sensory-dialogical approach. Journal of Intellectual Disabilities, 27(1), 40-53. https://doi.org/10.1177/17446295211062390

Haakma, I., de Boer, A., van Esch, S., Minnaert, A., & van der Putten, A. (2021). Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions. European Journal of Special Needs Education, 36(2), 231-247. https://doi.org/10.1080/08856257.2021.1901374

Heras Figueroa, K., Conce Zaruma, M., Gualoto Meza, A., & Guartán Soria, B. (2025). Inclusión educativa y apoyos a la discapacidad múltiple: una revisión de la literatura desde la educación especial. Revista Multidisciplinaria Investigación Contemporánea, 3(3 especial), 76-105. https://doi.org/10.58995/redlic.rmic.v3.n3.a167

Iacono, T., Goldbart, J., Douglas, S., & Garcia-Melgar, A. (2022). A scoping review and appraisal of AAC research in inclusive school settings. Journal of Developmental and Physical Disabilities, 34, 963-985. https://doi.org/10.1007/s10882-022-09835-y

Ibrahim, S., Clarke, M., Vasalou, A., & Bezemer, J. (2024). Common ground in AAC: How children who use AAC and teaching staff shape interaction in the multimodal classroom. Augmentative and Alternative Communication, 40(2), 74-85. https://doi.org/10.1080/07434618.2023.2283853

Iwasaki, S., Bartlett, M., Willoughby, L., & Manns, H. (2022). Handling turn transitions in Australian tactile signed conversations. Research on Language and Social Interaction, 55(3), 222-240. https://doi.org/10.1080/08351813.2022.2101293

Johnels, L., Wilder, J., & Vehmas, S. (2024). MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co-production. Journal of Research in Special Educational Needs, 24(3), 530-541. https://doi.org/10.1111/1471-3802.12649

Keeley, C., & Bernasconi, T. (2023). Digital participation and digital education for people with profound and multiple disabilities and complex communication needs. Frontiers in Communication, 8, 1229384. https://doi.org/10.3389/fcomm.2023.1229384

Kruithof, K., IJzerman, L., Nieuwenhuijse, A., Huisman, S., Schippers, A., Willems, D., & Olsman, E. (2021). Siblings’ and parents’ perspectives on the future care for their family member with profound intellectual and multiple disabilities: A qualitative study. Journal of Intellectual & Developmental Disability, 46(4), 351-361. https://doi.org/10.3109/13668250.2021.1892261

Kúld, P., Frielink, N., Schuengel, C., & Embregts, P. (2026). Advantages and disadvantages of self-determination support strategies for people with severe or profound intellectual and multiple disabilities: A Delphi study. PLOS ONE, 21(5), e0349403. https://doi.org/10.1371/journal.pone.0349403

Lahaije, S., Luijkx, J., Waninge, A., & van der Putten, A. (2024). Support needs of families with a child with profound intellectual and multiple disabilities. International Journal of Developmental Disabilities, 70(7), 1184-1197. https://doi.org/10.1080/20473869.2023.2168718

Lancioni, G., Singh, N., O’Reilly, M., Sigafoos, J., Alberti, G., Troccoli, O., . . . Ricci, C. (2023). Enabling people with intellectual and other disabilities to make verbal requests using cardboard chips with mini objects or pictures and a smartphone. Frontiers in Rehabilitation Sciences, 4, 1257493. https://doi.org/10.3389/fresc.2023.1257493

Malpartida Repetto, J., & Menzala Peralta, C. (2024). Estimulación multisensorial en sala snoezelen para la integración sensorial de estudiantes con discapacidad en un CEBE de Huánuco (Perú), 2023. Desde el Sur, 16(1), e0015. https://doi.org/10.21142/des-1601-2024-0015

Masuku, K., Khumalo, G., & Moroe, N. (2024). Barriers and facilitators to inclusive education for learners who are deafblind: A scoping review. Education Sciences, 14(10), 1072. https://doi.org/10.3390/educsci14101072

Moreno-Civantos, A., Peinado-Rodríguez, M., & Sánchez-Miranda, M. (2026). Formación e investigación en comunicación aumentativa y alternativa para una práctica inclusiva. Afluir(Extraordinario V), 141-156. https://doi.org/10.48260/ralf.extra5.227

Nakamura, Y. (2023). Action research on education for children with deafblindness. Journal of Special Education Research, 12(1), 5-11. https://doi.org/10.6033/specialeducation.21-S025

Papazafiri, M., & Argyropoulos, V. (2025). Investigating potential tactile strategies of students with deafblindness: An exploratory study. Journal of Research in Special Educational Needs, 25(3), 590-602. https://doi.org/10.1111/1471-3802.12746

Raanes, E., & Berge, S. (2021). Intersubjective understanding in interpreted table conversations for deafblind persons. Scandinavian Journal of Disability Research, 23(1), 260-271. https://doi.org/10.16993/sjdr.786

Rangel-Rodríguez, G., Badia, M., & Blanch, S. (2021). Encouraging emotional conversations in children with complex communication needs: An observational case study. Frontiers in Psychology, 12, 674755. https://doi.org/10.3389/fpsyg.2021.674755

Rendoth, T., Duncan, J., & Foggett, J. (2022). Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: A scoping review. Journal of Research in Special Educational Needs, 22(1), 76-88. https://doi.org/10.1111/1471-3802.12544

Rensfeldt Flink, A., Wallin, S., Larsson, J., & Åsberg Johnels, J. (2022). Following children with severe or profound intellectual and multiple disabilities and their mothers through a communication intervention: Single-case mixed-methods findings. International Journal of Developmental Disabilities, 869-887. https://doi.org/10.1080/20473869.2022.2031778

Rensfeldt Flink, A., Wallin, S., Larsson, J., Westling, E., & Åsberg Johnels, J. (2025). School staff perspectives on using augmentative and alternative communication with students with severe or profound intellectual and multiple disabilities. Journal of Research in Special Educational Needs, 25(3), 500-513. https://doi.org/10.1111/1471-3802.12742

Rorije, M., Damen, S., Janssen, M., & Minnaert, A. (2025). Implementation fidelity of video-feedback coaching for communication partners of individuals with congenital deafblindness. International Journal of Educational Research Open, 8, 100428. https://doi.org/10.1016/j.ijedro.2024.100428

Sundqvist, A.-S., Wahlqvist, M., Anderzén-Carlsson, A., & Olsson, E. (2023). Interventions for children with deafblindness—An integrative review. Child: Care, Health and Development, 49(3), 407-430. https://doi.org/10.1111/cch.13060

Valles González, B., Martínez, C., & Sastre, C. (2025). Fonoaudiología y Sordoceguera: un análisis fenomenológico de los roles del fonoaudiólogo en la atención de la persona sordociega. Educación, Arte, Comunicación: Revista Académica e Investigativa, 14(1), 77-93. https://doi.org/10.54753/eac.v14i1.2350

van Alphen, H., Waninge, A., Minnaert, A., & van der Putten, A. (2021). Development and process evaluation of a motor activity program for people with profound intellectual and multiple disabilities. BMC Health Services Research, 21, 259. https://doi.org/10.1186/s12913-021-06264-z

Villwock, A., & Grin, K. (2022). Somatosensory processing in deaf and deafblind individuals: How does the brain adapt as a function of sensory and linguistic experience? A critical review. Frontiers in Psychology, 13, 938842. https://doi.org/10.3389/fpsyg.2022.938842

Ware, J., Buell, S., Chadwick, D., Bradshaw, J., & Goldbart, J. (2024). A systematic review of research on staff training as an intervention to develop communication in children and adults with profound intellectual and multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 37(2), e13201. https://doi.org/10.1111/jar.13201

Wolthuis, K., Bol, G., Minnaert, A., & Janssen, M. (2021). Analysis of the relationship between the content and effectiveness of an intervention based on the Layered Communication Model to improve communication. Journal of Deafblind Studies on Communication, 7(1), 43-79. https://doi.org/10.21827/jdbsc.7.37408

Wu, J., & Xie, Y. (2022). Augmentative and alternative communication in the context of dramatic storytelling: A single-case study of a pre-schooler with a cochlear implant. Frontiers in Education, 7, 806665. https://doi.org/10.3389/feduc.2022.806665

Yoshimoto, M., & Sashima, T. (2024). Relationship between developmental stage of congenitally deaf-blind children and instruction in communication: Interviews with teachers. The Japanese Journal of Special Education, 61(4), 181-190. https://doi.org/10.6033/tokkyou.22A025