Jean Itard’s educational methods on attention to diversity: a systematic review of their influence on inclusive education and UDL
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Abstract
INTRODUCTION. This article discusses the influence of Jean Marc Gaspard Itard on the historical and contemporary development of diversity care in education. Itard, known for his work with Victor, the “savage of Aveyron” laid the foundations for special education by implementing specific pedagogical methods and documenting their results. METHOD. Through a systematic review of the literature, attending to the PRISMA statement, Itard’s fundamental principles and their evolution over time were analyzed, including the adaptations and innovations introduced by Édouard Séguin and Maria Montessori. The sample consisted of 24 open publications, written in English or Spanish. RESULTS. The findings show that Itard used careful, individualized instruction to teach the meanings of sounds and symbols. Sensory stimuli enabled the gradual acquisition of speech and language in children with functional diversity. Séguin disseminated Itard’s principles through the use of strict pedagogical guidance and a focus on sensory stimulation. Montessori emphasized the importance of self-directed learning, independence, and adaptation to individual needs. DISCUSSION. The review concludes that Itard’s principles have evolved significantly, integrating into contemporary educational practices focused on students with special educational needs. Universal Design for Learning (UDL) underscores the continued relevance of these principles in education today, demonstrating the relevance and adaptability of Itard’s ideas in addressing current educational challenges.
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