Dialogic literary gatherings for students with special educational needs
DOI:
https://doi.org/10.1590/1980531412316Keywords:
Dialogic Literary Gatherings, Special Educational Needs , Reading Comprehension, InclusionAbstract
The study describes the qualitatively different ways in which primary school students with special educational needs experience their participation in dialogic literary gatherings. A qualitative phenomenographic design was adopted with seven students from a public school in Chile. Data were collected through a focus group, non-participant observation and interviews with teachers. The analysis resulted in four categories: equal participation, comprehension as a dialogic construction, affective integration and resistance to exposure. The findings show that dialogic literary gatherings constitute an inclusive practice that promotes dialogue, mutual recognition and reading comprehension among students with special educational needs.
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Copyright (c) 2026 Marcela Núñez Solis, Alejandra Barriga Acevedo, Yasna Chávez-Castillo, Javier Parra Santos, Ana-Karina Segura Sepúlveda, Cristhian Espinoza Navarrete, Sigrid Navarro Navarro, Anita Quintana Marileo
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