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Dialogic Learning Environments that Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education

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Dialogic Learning Environments that Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education

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dc.contributor.author Navarro Mateu, Diego
dc.contributor.author Gómez Domínguez, Teresa
dc.contributor.author Padrós Cuxart, María
dc.contributor.author Roca Campos, Esther
dc.date.accessioned 2022-05-20T10:42:30Z
dc.date.available 2022-05-20T10:42:30Z
dc.date.issued 2021
dc.identifier.citation Navarro Mateu, Diego Gómez Domínguez, Teresa Padrós Cuxart, María Roca Campos, Esther 2021 Dialogic Learning Environments that Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education Frontiers In Psychology 12 1 14
dc.identifier.uri https://hdl.handle.net/10550/82916
dc.description.abstract Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.
dc.language.iso eng
dc.relation.ispartof Frontiers In Psychology, 2021, vol. 12, p. 1-14
dc.subject Educació secundària
dc.title Dialogic Learning Environments that Enhance Instrumental Learning and Inclusion of Students with Special Needs in Secondary Education
dc.type journal article es_ES
dc.date.updated 2022-05-20T10:42:31Z
dc.identifier.doi 10.3389/fpsyg.2021.662650
dc.identifier.idgrec 153523
dc.rights.accessRights open access es_ES

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