<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-0137</journal-id>
<journal-title><![CDATA[Psicogente]]></journal-title>
<abbrev-journal-title><![CDATA[Psicogente]]></abbrev-journal-title>
<issn>0124-0137</issn>
<publisher>
<publisher-name><![CDATA[Universidad Simón Bolívar]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-01372022000200126</article-id>
<article-id pub-id-type="doi">10.17081/psico.25.48.5631</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación de alumnos con necesidades educativas especiales en pandemia. Perspectivas de las madres y padres]]></article-title>
<article-title xml:lang="en"><![CDATA[Education of Students with Special Educational Needs in Pandemic. Mothers and fathers&#8217; perspectives]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Cedillo]]></surname>
<given-names><![CDATA[Ismael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Márquez Cabellos]]></surname>
<given-names><![CDATA[Norma Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rubio Rodríguez]]></surname>
<given-names><![CDATA[Silviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saldívar Reyes]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero-Contreras]]></surname>
<given-names><![CDATA[Silvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí  ]]></institution>
<addr-line><![CDATA[San Luis Potosí ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Colima  ]]></institution>
<addr-line><![CDATA[Colima ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Departamento de Educación Especial  ]]></institution>
<addr-line><![CDATA[Querétaro ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Tlaxcala  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Autónoma de San Luis Potosí  ]]></institution>
<addr-line><![CDATA[San Luis Potosí ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>25</volume>
<numero>48</numero>
<fpage>126</fpage>
<lpage>150</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-01372022000200126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-01372022000200126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-01372022000200126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: identificar cuáles fueron, desde el punto de vista de las madres y padres, las condiciones de estudio, los aprendizajes y las reacciones emocionales antes y durante la pandemia de sus hijas/os con necesidades educativas especiales, además de conocer algunas condiciones emocionales de ellas/os mismas/os.  Método: Se realizó un estudio exploratorio, en el cual se aplicaron cuestionarios digitales a madres y padres de alumnas/os con y sin necesidades educativas especiales, seleccionados mediante un muestreo no probabilístico, intencional. Participaron 2.634 madres y padres (entre 35 y 38 años de edad en promedio, 90 % mujeres).  Resultados: Se encontró que los alumnos estudiaron en condiciones precarias, y se vieron afectados seriamente en sus aprendizajes y mostraron reacciones emocionales negativas durante la pandemia. Los alumnos con necesidades educativas especiales resultaron muy afectados, pero no mucho más que los alumnos sin estas necesidades, lo cual probablemente se debió al trabajo de las USAER. Las madres y padres, particularmente de los alumnos con NEE, presentaron cansancio y frustración.  Conclusiones: Se concluye que el confinamiento produjo serias afectaciones en todos los estudiantes, incluyendo a quienes presentan necesidades educativas especiales, pero estos no resultaron mucho más afectados gracias al apoyo brindado por las USAER.  Discusión: Estos resultados obligan a tomar medidas emergentes durante el regreso a clases presenciales para compensar las pérdidas de aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: To identify what were, from the point of view of mothers and fathers, the study conditions, learning and emotional reactions before and during the pandemic of their children with special educational needs, in addition to knowing the emotional conditions of themselves.  Method: An exploratory study was carried out, in which digital questionnaires were administered to mothers and fathers of students with and without special educational needs (SEN), selected through a non-probabilistic, intentional sample. Participants included 2,634 mothers and fathers (between 35 and 38 years old on average, 90 % women).  Results: The learners studied in precarious conditions, were seriously affected in their academic learning and showed negative emotional reactions during the pandemic. Students with special educational needs were also greatly affected, but not much more so than students without these needs, which was probably due to the work of the USAER. The mothers and fathers, particularly of the students with SEN, presented fatigue and frustration.  Conclusions: The lockdown produced serious effects on the learning of all students, including those with special educational needs, who, nevertheless, were not as affected due to the support provided by USAER.  Discussion: These results point out to the need to adopt emerging measures during the return to face-to-face classes to compensate for the loss of learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[necesidades educativas especiales]]></kwd>
<kwd lng="es"><![CDATA[madres]]></kwd>
<kwd lng="es"><![CDATA[condiciones socioeconómicas]]></kwd>
<kwd lng="es"><![CDATA[aprendizajes]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[special educational needs]]></kwd>
<kwd lng="en"><![CDATA[mothers]]></kwd>
<kwd lng="en"><![CDATA[economic conditions]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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