by Maldis Liani Iguarán Magdaniel, Orlando De Jesús Cárcamo Berrío, Malbis Mileth Iguarán Magdaniel
ABSTRACT
This study evaluated the impact of a structured interdisciplinary alliance model, “Teaching Differently” (Enseñar Diferente), on academic achievement, executive functions, self-regulation, and inclusive school climate among primary school students with cognitive diversity. A sequential explanatory mixed-methods design (QUAN → QUAL) was employed, involving 240 students from four urban schools. The intervention group (n = 120) participated in a 20-week interdisciplinary collaboration model integrating teachers, psychologists, and educational specialists, while the control group (n = 120) followed traditional instructional practices. Quantitative analyses revealed significant improvements in academic achievement (Δ = +11.3 points; d = 1.32), executive functions (η² range = .16–.19), self-regulation (d = 1.01), and inclusive climate perception (η² = .21) in the experimental group compared to the control group (p < .001). Regression analysis indicated that intervention intensity was the strongest predictor of posttest academic performance (β = .41), explaining 58% of variance (R² = .58). Qualitative findings highlighted four core themes: transformation of teaching practices, neurocognitive understanding of learning, enhanced student self-efficacy, and institutional cultural change. Results suggest that structured interdisciplinary collaboration significantly enhances both cognitive and contextual educational outcomes. The findings support the integration of neuropsychological knowledge into curricular planning and reinforce the need for systemic collaborative frameworks to ensure sustainable inclusive education.
