Educational Interactions Between Teachers And Elementary School Students With Developmental Language Disorders: A Systematic Review*

Abstract

The study is a systematic review aimed at identifying and analyzing current research on educational interactions between teachers and primary school students with language development disorders during 2016-2022 using the PRISMA Declaration for the search in Scielo and Web of Science and Scopus according to inclusion criteria to answer the question What are the current findings in research on educational interactions between teachers and primary school students with language development disorders?. The 19 articles selected from 126 indicate that there is a better interaction between peers than with other agents of the school community. Likewise, the teacher must support the academic, social/interactive, emotional and vocational progress of students with language development disorders.