Autorregulación en el aula y neurocienciaejemplos de inclusión en escuelas danesas

Resumen

Advances in neuroscience have highlighted the relevance ofenvironmental conditions and interpersonal interactions in brain development and behavior, being key aspects in the process of self-regulation. In this sense, such self-regulation, which includes skills such as focusing and sustaining attention, adjusting emotional response, reflecting on information and experience, participating in positive social interactions or adjusting goal-directed action, has been related to important academic and behavioral benefits that support attention to diversity in the classroom and the strengthening/supportof educational inclusion. Denmark, as one of the leading countries in educational quality and inclusion, has been the context for this single inclusive case study, which involved seven schools selected using accidental sampling. Through systematic observation, semi-structured interviews and photo-elicitation, we analyzed the methodology, actions and tools used by the centers to developinclusive education, discovering self-regulation as one of the mainkeys to it. In this chapter we will summarize some important aspects of the neurobiology of self-regulation and provide practical examples, based on the data collected, to use it in the development of inclusive educational processes.