Autor según el artículo: García-Carrión R, Molina Roldán S, Roca Campos E.

Departamento: Pedagogia

Autor/es de la URV: Molina Roldan, Silvia

Palabras clave: Special schools Social transformation Promote Peer interaction Learning Interventions Interaction Increase Inclusion Early-childhood education Disabilities Children Autism Achievement learning interaction inclusion disabilities

Resumen: 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.

Áreas temáticas: 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

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

ISSN: 16641078

Direcció de correo del autor: silvia.molina@urv.cat

Identificador del autor: 0000-0002-9736-0381

Fecha de alta del registro: 2023-02-18

Volumen de revista: 9

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01744/full

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Frontiers In Psychology. 9 (SEP): 1744-

Referencia 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 del artículo: 10.3389/fpsyg.2018.01744

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2018

Página inicial: Article number 1744

Tipo de publicación: Journal Publications