Classification and diagnosis
inklui's educational profiles are based on the DSM-5-TR (APA, 2022) and ICD-11 (WHO, 2022) criteria. We do not diagnose. We use these frameworks as a reference to describe the characteristics of each profile.
APA (2022). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision. American Psychiatric Association.
Inclusive education
inklui's approach is grounded in Universal Design for Learning (UDL 3.0) and the model of educational inclusion described by Ainscow (2006) and Echeita (2017).
CAST (2024). Universal Design for Learning Guidelines version 3.0.
Ainscow, M. et al. (2006). Improving Schools, Developing Inclusion. Routledge.
Echeita, G. (2017). Educación inclusiva. Sonrisas y lágrimas. Aula, 17, 17-24.
Legislation
The educational rights section is based on the LOE-LOMLOE (Organic Law 3/2020) and current regional regulations.
Ley Orgánica 3/2020, de 29 de diciembre (LOMLOE). BOE, 340.
Educational intervention
The techniques and strategies behind the tools come from sources such as:
Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. Guilford Press.
Attwood, T. (2007). The Complete Guide to Asperger's Syndrome. Jessica Kingsley Publishers.
Angulo, M. C. et al. (2008). Manual de atención al alumnado con NEE derivadas de trastornos graves de conducta. Junta de Andalucía.
Pfeiffer, S. I. (2015). Essentials of Gifted Assessment. Wiley.
Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness. Cambridge University Press.
Families
Paniagua, G. (2014). Las familias de niños con necesidades educativas especiales. En Marchesi, Coll y Palacios (Comps.), Desarrollo psicológico y educación 3. Alianza Editorial.
If you spot an error or want to suggest a source, write to us at info@inklui.com