Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social ‘‘Tejedora’’: Vol. 5 (Núm. 9) (ene-jun 2022). ISSN: 2697-3626  
Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
SPECIAL EDUCATIONAL NEEDS IN BOYS, GIRLS AND ADOLESCENTS: AN INTERDISCIPLINARY APPROACH  
FROM PRE-PROFESSIONAL PRACTICE AND LINK WITH SOCIETY  
NECESIDADES EDUCATIVAS ESPECIALES EN NIÑOS, NIÑAS Y ADOLESCENTES: UN ABORDAJE  
INTERDISCIPLINARIO DESDE LA PRÁCTICA PREPROFESIONAL Y VINCULACIÓN CON LA SOCIEDAD  
Cárdenas-Lata Bertha Janneth 1  
2
Herrera-Hugo Blanca de los Angeles  
3
Flores-Lazo Elizabeth Teresa  
1
Universidad Católica de Cuenca. Cuenca, Ecuador. Correo: bcardenasl@ucacue.edu.ec. ORCID ID:  
https://orcid.org/0000-0003-2523-8309.  
Universidad Católica de Cuenca. Cuenca, Ecuador. Correo: bherrerah@ucacue.edu.ec. ORCID ID:  
2
https://orcid.org/0000-0003-1636-8048.  
Universidad Católica de Cuenca. Cuenca, Ecuador. Correo: efloresl@ucacue.edu.ec. ORCID ID:  
3
https://orcid.org/0000-0003-0064-970X.  
ABSTRACT:  
The research was carried out in the Diagnostic, Research, Psychopedagogical and Inclusion Support Unit -UDIPSAI-,  
created in November 2014 within the framework of the research and community outreach project  
"
Psychopedagogical Support", funded by the Catholic University of Cuenca, in order to achieve the substantive  
functions of higher education such as the resolution of society´s problems facing needs and demands of the Cuenca  
canton.The largest population served comes from public institutions 65%, private 33% and fiscomisional 2%; the  
intervention has made it possible to significantly improve the teaching-learning processes as well as the personal,  
family and community life conditions of the beneficiaries. The research was developed during the period September  
2
016 - September 2019, having a universe of 2056 users without significant difference based on gender; the area of  
greatest attention was Educational Psychology (57%), followed by Clinical Psychology (19%), Language Therapy (8%),  
Social Work (6%), Dentistry (6%) and Pedagogical Recovery (2%). Information was collected through the application  
of a structured survey to teachers of the beneficiary educational institutions and parents of the students who were  
attended; The results show that 96% of the respondents rate UDIPSAI services as excellent, and that the evaluation  
process and psychopedagogical intervention promoted the achievement of the inclusive education principle.  
Keywords: Disability, Inclusion, Psycho-pedagogical Intervention, Special Educational Needs.  
RESUMEN:  
La investigación se llevó a cabo en la Unidad de diagnóstico, investigación, psicopedagógico y apoyo a la inclusión -  
UDIPSAI-, creada en noviembre de 2014 en el marco del proyecto de investigación y vinculación “Apoyo  
psicopedagógico”, financiado por la Universidad Católica de Cuenca, en aras de alcanzar las funciones sustantivas de  
la educación superior como la resolución de problemáticas de la sociedad frente a las necesidades y demandas del  
cantón Cuenca. La mayor población atendida proviene de instituciones fiscales con un 65%, particular con el 33% y  
el fiscomisional con el 2%; la intervención ha permitido mejorar significativamente los procesos de enseñanza-  
aprendizaje así como las condiciones y el entorno de vida personal, familiar y comunitario de los beneficiarios. La  
investigación se desarrolló durante el período septiembre 2016 - septiembre 2019 teniendo un universo de 2056  
usuarios sin diferencia significante en función del género; el área de mayor atención fue la Psicología Educativa con  
el 57%, seguida de Psicología Clínica (19%), Terapia del Lenguaje (8%), Trabajo Social (6%), Odontología (6%) y  
Recuperación Pedagógica con el 2%. Se recopiló información mediante la aplicación de una encuesta estructurada a  
los docentes de las instituciones educativas beneficiarias y a los padres de familia de los estudiantes que fueron  
atendidos; los resultados evidencian que, el 96% de los encuestados califican como excelentes los servicios de la  
Unidad, y que el proceso de evaluación e intervención psicopedagógica promovió el alcance del principio de la  
educación inclusiva.  
Palabras Clave: Discapacidad, inclusión, intervención psicopedagógica, necesidades educativas especiales.  
Recibido: 05 de octubre de 2021; Aceptado: 27 de diciembre de 2021; Publicado: 07 de enero de 2022.  
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Cárdenas-Lata et al. (2022)  
1. INTRODUCTION  
The Ministry of Education and Culture (MEC)  
social responsibility of the university through  
projects of community service, UDIPSAI sets  
up an area where students and teachers,  
from different careers are benefited in this  
project. In the same way, it constitutes a unit  
where students and teachers create a pre-  
professional preparation and practices at the  
service of the community.  
to strengthen education, implemented the  
Inclusion Support Units (UDAI), made up of  
professionals in educational psychology  
whose mission was to carry out the  
psychopedagogical evaluation of students  
with or without disabilities and presented  
learning difficulties, to place them in the  
educational system that best suits them, this  
educational service was available to  
students with special educational needs in  
zone 6.  
State of the Art  
The Unit for Diagnosis, Psychopedagogical  
Research and Inclusion Support (UDIPSAI)  
began in November 2014 as a research  
project financed by the Catholic University of  
Cuenca for two years, whose general  
objective was to provide a specialized  
educational service, through comprehensive  
evaluation, counseling, psychopedagogical  
intervention and support for the inclusion of  
students with or without disabilities, who  
present special educational needs (NEE),  
understood as the difficulty shown by the  
student to learn at the same rate as his peers  
The Catholic University of Cuenca's motto is  
"
Educational Community at the service of  
the people" and based on this moral and  
human principle UDIPSAI Project is created  
in Cuenca city, for children, adolescents and  
young people with special educational  
needs, with or without disabilities, where  
they have a space to be comprehensively  
evaluated  
from  
an  
inclusive  
psychopedagogical perspective, in order to  
provide better opportunities to develop  
skills and abilities that allow them to be  
included in ordinary education classrooms  
along with their pairs.  
(Marchesi, 2012). Once two years have  
passed and the research project has  
concluded, thanks to the reception of  
internal and external users, UDIPSAI in  
November 2016 becomes a project of  
Based on the current legislation LOES  
(Organic Law of Higher Education), on the  
connection  
with  
society,  
with  
a
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Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social ‘‘Tejedora’’: Vol. 5 (Núm. 9) (ene-jun 2022). ISSN: 2697-3626  
Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
transdisciplinary approach including several  
showed that 60% of the students, who  
belong to higher educational inclusión,  
improved their academic, social and family  
quality of life.  
careers of the University; the educational  
service of psychopedagogical evaluation and  
support for inclusion is expanded to  
university students. Finally, in 2019, it  
comprised a diagnostic unit. (UDIPSAI,  
To adapt the learning development of  
people with NEE, the Ministry of Education  
implemented Inclusion Support Units (UDAI)  
to guarantee access, permanence, and  
participation of children and adolescents in  
the regular educational system. The UDAIs  
are technical-operational agencies in charge  
of providing technical, methodological and  
2020).  
According to the National Council of Equality  
for Disabilities (CONADIS), it indicates that  
the total number of students with disabilities  
in Ecuador is 49,109 which are spread in  
Elementary and High School education; the  
type of disability found is as followed 51.39%  
intellectual, 26.25% physical, 10.49%  
auditory, 5.96% psychosocial and 5.92%  
visual; While there are 5,917students with  
disabilities who are enrolled in Universities  
and Polytechnic Collleges until 2018,  
nationwide. (CONADIS, 2020).  
conceptual  
basis  
support  
through  
professionals. However, one of the problems  
within inclusive education has been the lack  
of district units to support inclusion, due to a  
limited interest of relatives of people with  
NEE to actively participate as members of a  
free prejudice society. (Ministry of  
Education, 2013).  
At the Higher educational level,168 students  
with educational needs associated or not  
with disability have been attended; 114  
require curricular adaptations to achieve  
learning outcomes; 1 Pedagogical support  
has been recomended in reading and writing  
skills, 1 student received speech, the rest of  
them needed psicological support. It is  
important to highlight the level of impact  
In the Constitution of Ecuador, 2008  
establishes that education must be centered  
on the human being and will guarantee its  
holistic development, within the framework  
of respect for human rights, a sustainable  
environment and democracy; It will be  
participatory, mandatory, intercultural,  
democratic, inclusive and diverse, of quality  
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Cárdenas-Lata et al. (2022)  
and warmth; will promote gender equality,  
justice, solidarity and peace; It will stimulate  
the critical sense, art and physical culture,  
individual and community initiative, and the  
In observance what CES mentions, the  
university responds by generating  
affirmative actions through this unit that  
provides attention to priority groups with a  
social inclusion approach.  
development of  
competencies  
and  
capacities to create and work. (Const., 2008,  
art 27).  
Intervention from the different areas in  
UDIPSAI.  
Likewise, in the Organic Law of Higher  
Education (LOES), UDIPSAI in adherence to  
article 117 merges the practical exercise of  
the three substantive axes such as teaching,  
research and linkage, complementing theory  
with practice, as well as promotes places for  
pre-professional practices, experiential  
experiences and critical reflection (LOES,  
UDIPSAI has strengthened its attention due  
to the different areas of intervention, one of  
them is educational psychology, which is  
different from other branches because its  
goal is an approach to educational process  
(Alarcón Hernandez, 2001). Within this area,  
1171 students of different educational  
levels: Preschool, Elementary, High school  
and Higher level were treated, focusing on  
2008.art 117)  
In 2019 the Council of Higher Education  
CES). Art. 5 mentions the rights approach in  
cognitive  
aspects,  
visual-manual  
(
coordination, abstract reasoning, concepts  
and basic functions related to the curricular  
level to issue a diagnosis by identifying  
students´ potentialities, abilities, skills to  
provide resources, recommendations and  
strategies to educational institutions in  
teaching-learning process to be successful.  
higher education, as the foundation that  
guides the policies, programs and plans of  
the High Education Institutions (IES), in order  
to settle on specific and preferential  
affirmative actions towards the priority  
attention groups of society, in compliance  
with what is established by current  
regulations and the search for social  
inclusion. The same that will be incorporated  
into the institutional equality plan. (Council  
of Higher Education, 2019) .  
In the area of clinical psychology, 390 users  
with different diagnoses were treated. This  
area responsibly focused on each NEE  
requirements of children and adolescents, in  
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Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
some cases extending to the family,  
Among Psychopedagogy, some techniques  
such as psychopedagogical evaluation, it is a  
constant and systematic process through  
which the degree of development of a  
encompassing each of the required needs  
such as: mental health, research, diagnosis  
and treatment through psychotherapy,  
counseling, advice and assessment  
approching to psychological evaluation,  
Cardona, Chiner, & Lattur, 2006) . Each of  
,
student can be appreciated as  
a
consequence of the educational process plus  
the natural and social interaction. (Llanezca,  
2007). 41 users were treated in this area.  
Another important area is Early Stimulation,  
the main purpose is to enhance the child's  
brain functions by using teaching materials  
and recreational activities, which improve  
the linguistic cognitive functionality.  
(
these processes are personal, however, they  
are governed by a protocol that involves  
their educational, family and social  
environment.  
According to Anzola (2005) "the clinical  
psychologist then acts as a consultant in the  
educational process" (p. 153) by intervening  
on students and their circumstances, to  
favor a better mental disposition in order to  
actively participate in the learning process.  
(Esteves, Avilés, & Matamoros, 2018).  
Social Work in the face of special educational  
needs, sets clear goals to improve people's  
well-being, quality of life, violation of rights,  
social awareness, and promotes active  
participation within society. (Lima, Disability,  
social services and social work. [Blog entry],  
Provide attention to boys and girls with  
special needs who show difficulties at the  
language level, should receive a speech  
therapy treatment (Moran, Vera, & Morán,  
2019). Consequently, this area opens  
socioeconomic files, to identify different  
aspects such as: family composition, health,  
education, income, expenses, and follow-up  
cases, in total 123 users were attended.  
Regarding the area of Social Communication,  
the talks, counseling, supporting in  
organization, planning, program execution,  
coverage, application of surveys and  
2
019). Within this area, 164 users with  
difficulties of speech, articulation and other  
were treated. The Pedagogy área is present  
"
whose purpose is to determine the nature  
of the difficulties, their severity and the  
underlying factors to provide educational  
aid" (Alvarez, Alcazar, 2010, p. 2).  
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Cárdenas-Lata et al. (2022)  
organization of workshops were the  
activities that carried out fully in UDIPSAI.  
2. METHODOLOGY  
The type of research was quantitative, the  
technique for collecting information was the  
structured survey for teachers of the  
beneficiary educational institutions, and  
parents of students who were treated in  
different areas.  
Another UDIPSAI area is Dentistry,  
responsible for the diagnosis, treatment,  
and prevention of diseases that affect the  
stomatognathic system as well as teeth,  
gums, jaws, periodontal tissue, which is  
paramount in this science. Dentistry area is  
essential, 123 users with oral difficulties  
were treated (Nocchi, E, 2008).  
3. RESULTS  
The work carried out by UDIPSAI during the  
period September 2016-September 2019  
shows the following results:  
Figure 1. Number of beneficiaries served by UDIPSAI.  
893  
1163  
Women  
Mens  
Source: UDIPSAI: Database, UDIPSAI 2019.  
Elaborated by: Cárdenas Janneth, Herrera Blanca & Flores Elizabeth.  
Users who were treated in the unit were  
considered to be the total population of  
,056 students with special educational  
needs, 1,163 men (56%) and 893 women  
(43%).  
2
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Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
Figure 2. Educational institutions served by UDIPSAI.  
Public  
Private  
Fiscomisional  
2%  
33%  
65%  
Source: Database, UDIPSAI 2019.  
Elaborated by: Cárdenas Janneth, Herrera Blanca & Flores Elizabeth.  
UDIPSAI committed to the educational  
Intervening with those cases coming from  
zone 6, the biggest reception was from the  
public sector 65%, followed by the private  
sector 33% and the fiscomisional sector 2%,  
as shown in figure 2.  
service to support those who do not have  
the necessary resources such as: children,  
adolescents and youth with NEE the same  
that are in the different levels: Pre-school,  
Elementary, High school and Higher level.  
Figure 3. Attention by Area  
6
%
2%  
6
%
%
8
Educational Pshyco  
Clinical Pshycology  
Speech Therapy  
Social Work  
1
9%  
57%  
Dentistry  
Pedagogy  
Source: Database, UDIPSAI 2019.  
Elaborated by: Cárdenas Janneth, Herrera Blanca & Flores Elizabeth.  
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Cárdenas-Lata et al. (2022)  
The area of greatest attention is Educational  
Psychology 57%, followed by Clinical  
Psychology (19%), Speech Therapy (8%),  
Social Work (6%), Dentistry (6%) and  
Pedagogical Recovery 2%.  
Figure 4. Quality of service provided by UDIPSAI.  
4%  
96%  
Excellent  
Very good  
Source: Database, UDIPSAI 2019.  
Elaborated by: Cárdenas Janneth, Herrera Blanca & Flores Elizabeth.  
To measure the quality of the service  
provided by UDIPSAI, information was  
collected through the application of a survey  
to the parents of the beneficiaries and  
teachers,  
obtaining  
the  
following  
information: 96% of those surveyed consider  
the quality of the service provided by  
UDIPSAI is excellent.  
Figure 5. Level of impact of the UDIPSAI intervention.  
9%  
91%  
Excellent  
Very good  
Source: Database, UDIPSAI 2019.  
Elaborated by: Cárdenas Janneth, Herrera Blanca & Flores Elizabeth.  
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Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
On the other hand, in the measurement of  
allowing the improvement of the teaching-  
learning process and the quality of personal,  
social and family life of the users.  
impact, 91% of the users emphasized that  
the process of evaluation and psycho-  
pedagogical intervention contributed to the  
user´s needs fulfillment.  
It should not be underestimated what has  
been expressed in different studies, which  
show the functionality of the educational  
psychology evaluation in cases of special  
needs, taking as a priority, to implement  
designs of multidisciplinary educational  
psychology evaluation to face real situations  
from different areas of intervention that  
students with special needs live daily into  
the teaching-learning process (Garcia,  
Mendoza, & Toro, 2019). Similarly, Gutiérrez  
4
. DISCUSSION  
In the present research, a strong association  
between the importance of  
psychopedagogical evaluation and the  
identification of special educational needs is  
observed, as it is shown in the investigation  
"
Psychopedagogical evaluation of children  
with special educational needs: An  
interdisciplinary methodological proposal",  
a process that enables to take actions in the  
educational field, eliminating barriers for  
&
Gómez (2017) in an investigation on "The  
interdisciplinary work. Reflections of the  
support teacher on its functionality in special  
education services" state that the  
multidisciplinary work that serves students  
with special needs at the individual and  
group level, consider teamwork as a  
substantial element for making decisions to  
get an efficient intervention. Criteria that  
validate the performance of the UDIPSAI  
from the different areas of intervention  
through the multidisciplinary team:  
Educational Psychology, Clinical Psychology,  
Speech Therapy, Pedagogical Recovery,  
inclusion and integration (Euan  
Echeverría, 2016). Besides, it reaffirms the  
need and importance of psycho-  
&
a
pedagogical diagnosis that allows the  
integration of students with special  
educational needs into regular education.  
(Vergara & Fernández, 2017) The studies  
previously mentioned, corroborate the  
results of this research where the specialized  
educational service of psychopedagogical  
evaluation has benefited teachers and  
students with special educational needs,  
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Social Work and Dentistry guarantee an  
integral intervention.  
consideration that up to date the opening of  
new individual files continues and the  
demand for educational needs is growing.  
UDIPSAI areas of intervention are:  
Educational Psychology, Clinical Psychology,  
Speech Therapy, Pedagogical Recovery,  
Social Work and Dentistry, activities that  
students carry out to fulfill their hours of  
Linking with Society and Professional  
practice.  
5. CONCLUSIONS  
The number of users served in the unit  
during the period September 2016-  
September 2019 was 2056 students with  
special educational needs, 1163 men and  
893 women.  
The educational institutions served by  
UDIPSAI belong to the levels of Pre-school,  
Elementary, High school and Higher  
The quality of the service provided by  
UDIPSAI is excellent according to data  
obtained from surveys conducted to the  
parents of the beneficiaries and teachers  
from the beneficiary institutions.  
education  
that  
presented  
special  
educational needs (NEE) with or without  
disabilities from different Educational Units  
of Zone 6.  
The impact measurement shows that the  
service provided by UDIPSAI has been  
excellent, strengthening the processes of  
The acceptance obtained by the Educational  
Institutions has had a high impact mainly in  
the public sector, due to the fact that the  
specialized educational service of psycho-  
pedagogical evaluation has benefited both  
teachers and students with special  
educational needs, allowing them to  
improve the teaching-learning process and  
the quality of personal, social and family life  
of the users; for this reason, authorities of  
the Educational Institutions indicate that  
UDIPSAI project should remain due to its  
free and high quality; leaving in  
evaluation  
and  
psycho-pedagogical  
intervention and contributing to the  
fulfillment of educational needs.  
ACKNOWLEDGEMENT  
The authors of this manuscript would like to  
thank the coordination of the Diagnostic,  
Research, Psychopedagogical and Inclusion  
Support Unit (UDIPSAI), represented by Dr.  
Wilson García Guevara. Mgs, who allowed  
the use of the baseline for statistical  
representation.  
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Special educational needs in boys, girls and adolescents: An interdisciplinary approach from pre-professional practice and  
link with society.  
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