{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T10:54:25Z","timestamp":1772967265065,"version":"3.50.1"},"reference-count":85,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2021,3,16]],"date-time":"2021-03-16T00:00:00Z","timestamp":1615852800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers\u2019 educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review.<\/jats:p>","DOI":"10.3390\/educsci11030125","type":"journal-article","created":{"date-parts":[[2021,3,16]],"date-time":"2021-03-16T12:01:02Z","timestamp":1615896062000},"page":"125","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":50,"title":["The Soft Skills of Special Education Teachers: Evidence from the Literature"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1152-5665","authenticated-orcid":false,"given":"Patr\u00edcia Raquel da Silva","family":"Fernandes","sequence":"first","affiliation":[{"name":"Centro de Estudos da Popula\u00e7\u00e3o, Economia e Sociedade, Universidade do Porto, 4099-002 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0600-3128","authenticated-orcid":false,"given":"Jacinto","family":"Jardim","sequence":"additional","affiliation":[{"name":"Social Sciences and Management Department, Universidade Aberta, 1269-001 Lisboa, Portugal"}]},{"given":"Maria Celeste de Sousa","family":"Lopes","sequence":"additional","affiliation":[{"name":"Centro de Estudos da Popula\u00e7\u00e3o, Economia e Sociedade, Universidade do Porto, 4099-002 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2021,3,16]]},"reference":[{"key":"ref_1","unstructured":"Oliveira, G., Lima Pereira, J.D., and de Sousa Lopes, M. 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