ArticleChildren (Basel, Switzerland)2025
Promoting Peer Interaction and Acceptance Among Students with Special Needs Through an Experiential Learning Program.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Defending and including students with special educational needs: a qualitative study with Chilean students.Frontiers in psychology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
BACKGROUND/
objectivesInclusive education emphasizes positive interactions between students with and without special needs to foster mutual understanding and acceptance. This study explored the effect of an experiential learning program (ExL Prog) on interaction and acceptance between students with and without special needs. Based on Kolb's ExL theory, this study explores how the ExL Prog fosters experiential learning, reflection, and mutual growth through activities that enhance interpersonal skills, promote empathy, and create an inclusive classroom environment where students with and without special needs deepen their understanding and acceptance of one another.
methodsThe study used a mixed-methods approach with 2 students with special needs and 16 students without special needs from the same sixth-grade class. Researchers divided participants into two groups: one intervention group that underwent the 8-activity ExL Prog and one comparison group that participated in regular activities. Data collection methods included questionnaires, interviews, and feedback forms, which enabled qualitative and quantitative analysis.
resultsThe results indicated the implementation of the ExL Prog facilitated increased opportunities for positive interactions between students with and without special needs. Regarding attitudes of acceptance toward students with special needs, students without special needs in the EXL group demonstrated lower scores than those in the control group in the cognitive dimension, higher scores in the affective dimension, and no significant difference in the behavioral dimension. The program fostered mutual listening, respect, and understanding, particularly among the intervention group, which promoted empathy and supportive relationships among participants.
conclusionsThe students in the ExL Program developed a greater understanding of others and reflected on improving their relationship-building approaches. This transformation fostered increased openness, goodwill, and mutual reciprocity, promoting growth in interpersonal relationships and communication skills.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.