Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:5132373
    Autores:
    García-Carrión R, Molina Roldán S, Roca Campos E.
    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.
  • Otros:

    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: 2024-09-07
    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: https://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
  • Palabras clave:

    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
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