Boletín de literatura oral, 10 (2023), pp. 1-6

Literature review 
The increase in the number of students with special needs, and in particular children with autism, is not only a 
national but also an international problem. That's why we need to stop in more detail to make a summary of this 
"global problem". 
This also reflects the efforts of many researchers to respond to the demands posed by this situation. 
In his study, William Bender draws on the latest brain research, technology and educational initiatives to bring a 
new focus. By weaving together differentiated instruction, educators can increase the achievement of students 
with learning disabilities and also foster the development of 21st century skills (Bender, 2012). His guidance on 
Students with Disabilities in Learning, which provides the tools and strategies educators need to maximize 
achievement for all students. 
Attitudes towards self-efficacy, task value, group work and teaching methods applied in Greek classrooms, 
students with learning difficulties can benefit through learning projects in academic performance, motivation 
(self-efficacy and task value in terms of environmental studies) and group work, group acceptance and 
engagement in the learning process (Filippatou & Kaldi, 2010). 
Students can choose the activities and works undertaken during the course of study, they can become 
communicative, creative and develop practical thinking as they are engaged in research, active discovery, 
exploration and decision making. Knowledge is based on experience and experimentation in real/authentic life, 
project-based learning linking manual and intellectual work (Solomon 2003). 
In most of them who have language difficulties, in relation to the oral or written form or as, working memory 
limitations, attention and concentration difficulties, problems in applying learning in a new context, in the use of 
cognitive and metacognitive strategies for solving problems or organizing their knowledge and problems affects 
self-regulated learning (Lerner, 2003). 
The low self-efficacy of students with learning disabilities is due to little access to information resources. 
Project-based learning practitioners, due to its various features, are a more effective means of accommodating 
students with different learning styles or multiple intelligences than traditional teaching (Hampton & Mason, 
2003). 
The degree of confidence among teachers in this integration determines the degree of success of the 
comprehensive program (Prakash, 2012). The degree of trust among teachers, for the integration and inclusion 
of students with different abilities in the lesson in these classes, is influenced by the teacher's perception, on 
which the success of this integration depends, but also supported by technology in teaching (Subban & Sharma 
2005). 
New methods in teaching as well as the use of different techniques with modern technology, makes possible 
interactivity in the classroom, which is realized as a teacher-student interaction, and moreover when students 
with different abilities are included in the classroom. These students, with their individuality, as well as with the 
opportunities and skills they present, constitute the basis of a differentiated or individual work.