2021
DOI: 10.1590/1980-54702021v27e0197
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La Preparación de los Maestros para Estimular la Socialización De los Educandos con Autismo en Condiciones de Inclusión

Abstract: RESUMEN: Los maestros de educación general han expresado su preocupación por la inclusión de educandos con Trastornos del Espectro Autista, debido a la falta de habilidades sociales de los niños, comportamientos estereotipados e intereses restringidos. El objetivo de este estudio es describir y comparar el estado actual de la preparación de los maestros de primaria para estimular la socialización de los educandos con Trastornos del Espectro Autista en escuelas inclusivas. A la luz de una metodología cuantitati… Show more

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Cited by 3 publications
(2 citation statements)
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“…3) constant support and provision of necessary resources for teachers (SCHUELKA, 2018), undergoing special training courses (ZAGONA et al, 2017;REYNAGA-PEÑA et al, 2018) and trainings (CARBALLO et al, 2021), mastering the relevant literature by the teachers, which reveals the problems of teaching students with disabilities (OZEL et al, 2018;CRETU et al, 2020), 4) overcoming the problems of unwillingness to manage inclusive classrooms, low level of professionalism, unavailability of numerous resources needed to teach students with disabilities (FORLIN et al, 2017); 5) development of psychological, pedagogical and methodological competencies (BLÂNDUL et al, 2017), increasing the level of readiness and competence to teach students with disabilities (PIT- TEN CATE et al, 2018), development of inclusive competence through participation in trainings (workshops), training courses and 6) acquiring such traits as justice, empathy, patience, equality, respect, tolerance, confidence, commitment and respect and developing an individual approach towards learning for each student with disabilities (ONYESOM et al, 2021); 7) close cooperation between teachers who will participate in such training and occupational therapists (SUC et al, 2017) and collaboration with teachers already working in the field of inclusive education (HEDEGAARD-SOERENSEN et al, 2018); 8) the principle of stimulating the socialization of students with disabilities; by the way, this process should be stimulated primarily by teachers (GONZALEZ et al, 2021); 9) application of information and communication technologies (PALOMINO, 2017).…”
Section: Discussionmentioning
confidence: 99%
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“…3) constant support and provision of necessary resources for teachers (SCHUELKA, 2018), undergoing special training courses (ZAGONA et al, 2017;REYNAGA-PEÑA et al, 2018) and trainings (CARBALLO et al, 2021), mastering the relevant literature by the teachers, which reveals the problems of teaching students with disabilities (OZEL et al, 2018;CRETU et al, 2020), 4) overcoming the problems of unwillingness to manage inclusive classrooms, low level of professionalism, unavailability of numerous resources needed to teach students with disabilities (FORLIN et al, 2017); 5) development of psychological, pedagogical and methodological competencies (BLÂNDUL et al, 2017), increasing the level of readiness and competence to teach students with disabilities (PIT- TEN CATE et al, 2018), development of inclusive competence through participation in trainings (workshops), training courses and 6) acquiring such traits as justice, empathy, patience, equality, respect, tolerance, confidence, commitment and respect and developing an individual approach towards learning for each student with disabilities (ONYESOM et al, 2021); 7) close cooperation between teachers who will participate in such training and occupational therapists (SUC et al, 2017) and collaboration with teachers already working in the field of inclusive education (HEDEGAARD-SOERENSEN et al, 2018); 8) the principle of stimulating the socialization of students with disabilities; by the way, this process should be stimulated primarily by teachers (GONZALEZ et al, 2021); 9) application of information and communication technologies (PALOMINO, 2017).…”
Section: Discussionmentioning
confidence: 99%
“…In addition, teachers, based on the results of studying their standpoint on what they have learned from special training, noticed that they have received more information about the features of inclusive education and about the needs of persons with disabilities. Gonzalez et al (2021), in the course studying the features of training teachers for conducting activities in the conditions of inclusive education, notes that such training should be based on the basis for stimulating the socialization of students with disabilities; herewith, this process should be stimulated primarily by teachers. Palomino (2017) puts emphasis on the use of information and communication technologies in the context of preparing teachers to teaching students with disabilities.…”
Section: Literature Reviewmentioning
confidence: 99%