Promoting Social Interaction and Attention of Students with Disabilities through Interactive Groups

  1. García-Carrión, Rocío 1
  2. Gutiérrez-Esteban, Prudencia 2
  3. Fernández-Villardón, Aitana 1
  4. Ayuso-Del Puerto, Desireé 2
  1. 1 Universidad de Deusto
    info

    Universidad de Deusto

    Bilbao, España

    ROR https://ror.org/00ne6sr39

  2. 2 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Revista:
REMIE: Multidisciplinary Journal of Educational Research

ISSN: 2014-2862

Año de publicación: 2023

Título del ejemplar: June

Volumen: 13

Número: 2

Páginas: 248-271

Tipo: Artículo

DOI: 10.17583/REMIE.12360 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: REMIE: Multidisciplinary Journal of Educational Research

Resumen

El aprendizaje académico y las habilidades sociales se internalizan a través de las interacciones y el diálogo. Sin embargo, los estudiantes con discapacidades suelen presentar limitaciones en interacciones sociales, algo que afecta su experiencia educativa. Este estudio de caso analiza cómo un entorno de aprendizaje interactivo en particular, los Grupos Interactivos (GI), fomenta las interacciones de calidad entre estudiantes con discapacidad. Para ello, se analizaron cinco sesiones de GI en las que participaron 20 estudiantes con discapacidad en un centro de educación especial. En total, se codificaron 5831 interacciones de dichos estudiantes en base a la comunicación verbal y no verbal. Además, se realizaron entrevistas con profesorado y voluntarios/as, y un grupo de discusión con los/as estudiantes. Los resultados muestran una alta presencia de atencional mantenida hacia la tarea,junto con un aumento de las interacciones de ayuda. También, se identifican beneficios en términos de habilidades sociales y desarrollo curricular, favoreciendo la adquisición de conductas adaptativas.

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