Bronfenbrenner's theory and teaching intervention: The case of student with intellectual disability

Abstract

The aim of this study is to highlight the importance of teaching interventions in accordance with Bronfenbrener's Ecosystem Theory. The research questions address, how reading skills are taught in the microsystem of school through a Targeted, Individual, Structured, Integrated Program for Students with Special Educational Needs (TISIPfSENs) and how meso-exo-, macro-and chrono-system shape the structure of the intervention to enhancing reading skills. The methodology refers to a case study of a student with intellectual disability (ID) in Greece. The results indicate that the student with ID has enhanced his reading skills. The conclusions highlight the factors that influence and shape the educational intervention of reading skills in students with ID in accordance with Bronfenbrener's Ecosystem Theory.

Systemic support for learners with developmental language disorders in Zimbabwe and South Africa

“…Inclusive education is based on a belief that the inclusion of children with special needs in mainstream schools is beneficial for their studies and growth (Nai-Kwai Lo, 2007). Bronfenbrenner's theory's central point relates to the interactions created between the developing and active individuals and the social context that surrounds them and influences them directly and indirectly (Panopoulos & Drossinou-Korea, 2020). The theory presents five ecological system theories that influence the psychological development of a learner.…”

“…Inclusive education (IE) guidelines stipulate that such learners must be supported to thrive like typical developing learners. Bronfenbrenner’s ( 1990 ) ecological systems theory on human development suggests a learner’s ecology, which is made up of interwoven network systems to support learners with special needs such as DLD (Panopoulos & Drossinou-Korea, 2020 ). It has been suggested that inter-professional collaboration (IPC) amongst speech–language therapists (SLTs), educational psychologists, audiologists, social workers and teachers is likely to reflect the needs of a learner with DLD (Liu et al, 2018; as cited in McGregor, 2020 ).…”

Construction and metric properties of a new instrument to measure adaptive behaviour in people with intellectual disabilities. Peruvian context.

“…The theoretical perspective assumed in this study is based on the Bronfenbrenner's ecological approach (16), which explains human development based on the interrelationship with different ecosystems, allowing us to understand the development of adaptive behavior (17,18). This model comprises: a) microsystem, integrated by the daily contexts of the person, such as the family, school, workplace; b) mesosystem, made up of the interactions between two or more microsystems where the human being grow up; c) exosystem, is the environment in which the person does not interact, but exerts an indirect in uence on it and; d) macrosystem, encompasses cultural beliefs, values, state policies, whose in uence affects other systems and the individual.…”

“…While the exosystem in uences through values and experiences, con guring a culture of inclusion or exclusion. On the other hand, the macrosystem, which comprises laws and regulations, is the regulatory framework, linked to the fundamental rights of people with intellectual disabilities that is usually violated (17).…”

The Back Burner: Educational Equity, Resilience, and Psychological Well-Being as a Predictor on Promoting Students Mental Health

“…Association between students resilience and exosystem is auxiliary interlinked among students, microsystem, and mesosystem (Crawford, et al, 2020;Fearnley, 2020). Macrosystem overarches traditions, values, ethnicity, lifestyle, and political system through developing overt and hidden ideologies (Bronfenbrenner, 1977;Panopoulos & Drossinou-Korea, 2020). Macrosystem indirectly affects parents, teachers, and peers active involvement.…”