Articles producció científica> Pedagogia

Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools

  • Dades identificatives

    Identificador: imarina:5132373
    Autors:
    García-Carrión R, Molina Roldán S, Roca Campos E.
    Resum:
    Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.
  • Altres:

    Autor segons l'article: García-Carrión R, Molina Roldán S, Roca Campos E.
    Departament: Pedagogia
    Autor/s de la URV: Molina Roldan, Silvia
    Paraules clau: Special schools Social transformation Promote Peer interaction Learning Interventions Interaction Increase Inclusion Early-childhood education Disabilities Children Autism Achievement learning interaction inclusion disabilities
    Resum: Providing an inclusive and quality education for all contributes toward the Sustainable Development Goals of the United Nations. High-quality learning environments based on what works in education benefit all students and can be particularly beneficial for children with disabilities. This article contributes to advance knowledge to enhance the quality of education of students with disabilities that are educated in special schools. This research analyses in which ways, if any, interactive learning environments can be developed in special schools and create better learning opportunities for children with disabilities. A case study was conducted with students with disabilities (N = 36) and teaching staff in a special school, involving interviews and focus groups. We argue that rethinking the learning context by introducing instruction models based on interaction benefit children with disabilities and provide high-quality learning and safe and supportive relationships for these students, thereby promoting their educational and social inclusion.
    Àrees temàtiques: Saúde coletiva Psychology, multidisciplinary Psychology (miscellaneous) Psychology (all) Psychology Psicología Nutrição Medicina ii Medicina i Linguística e literatura Interdisciplinar General psychology Filosofía Ensino Engenharias iv Enfermagem Educação física Educação Economia Ciencias sociales Ciências biológicas iii Ciências biológicas ii Ciências biológicas i Ciências ambientais Ciências agrárias i Ciência da computação Biotecnología Biodiversidade Astronomia / física Artes Administração pública e de empresas, ciências contábeis e turismo
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 16641078
    Adreça de correu electrònic de l'autor: silvia.molina@urv.cat
    Identificador de l'autor: 0000-0002-9736-0381
    Data d'alta del registre: 2024-09-07
    Volum de revista: 9
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01744/full
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Frontiers In Psychology. 9 (SEP): 1744-
    Referència de l'ítem segons les normes APA: García-Carrión R, Molina Roldán S, Roca Campos E. (2018). Interactive Learning Environments for the Educational Improvement of Students With Disabilities in Special Schools. Frontiers In Psychology, 9(SEP), 1744-. DOI: 10.3389/fpsyg.2018.01744
    DOI de l'article: 10.3389/fpsyg.2018.01744
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2018
    Pàgina inicial: Article number 1744
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Psychology (Miscellaneous),Psychology, Multidisciplinary
    Special schools
    Social transformation
    Promote
    Peer interaction
    Learning
    Interventions
    Interaction
    Increase
    Inclusion
    Early-childhood education
    Disabilities
    Children
    Autism
    Achievement
    learning
    interaction
    inclusion
    disabilities
    Saúde coletiva
    Psychology, multidisciplinary
    Psychology (miscellaneous)
    Psychology (all)
    Psychology
    Psicología
    Nutrição
    Medicina ii
    Medicina i
    Linguística e literatura
    Interdisciplinar
    General psychology
    Filosofía
    Ensino
    Engenharias iv
    Enfermagem
    Educação física
    Educação
    Economia
    Ciencias sociales
    Ciências biológicas iii
    Ciências biológicas ii
    Ciências biológicas i
    Ciências ambientais
    Ciências agrárias i
    Ciência da computação
    Biotecnología
    Biodiversidade
    Astronomia / física
    Artes
    Administração pública e de empresas, ciências contábeis e turismo
  • Documents:

  • Cerca a google

    Search to google scholar