La provisión de apoyos fuera del aula como medida de atención a la diversidad y sus efectos en la inclusión educativa

Gudiño, Margarita Rodríguez; Río, Cristina Jenaro; Calle, Raimundo Castaño

doi:10.14201/scero2022537594

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Of these children, 32.6% were rejected, a figure that more than doubles the rejection rate reported in the literature on non-needs students, and that concurs with other authors [14]; special needs students suffer greater rejection. It would be interesting to conduct longitudi-nal studies in order to determine whether this figure increases as children advance through the education system [18].…”

Section: Discussionmentioning

confidence: 99%

“…It has also been found that this phenomenon mainly affects boys [16], with the latter being more likely to be victims of bullying than girls [17], who are generally more preferred in the classroom [15,16]. It is also important to mention that students with specific educational support needs (SEN) are more prone to suffer rejection [14], and that this increases as they progress through the education system [18].…”

Section: Introductionmentioning

confidence: 99%

“…Several rejected students may express a negative opinion of their schools as a result of the situations they suffer due to their sociometric status [18]. These students are sometimes aware of acts of aggression committed by one peer towards another at school [41], which is defined as the degree of perceived victimisation.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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In the early years of schooling, peer groups are key to fostering students’ overall learning and development. Yet it has been found that around 10% of children suffer from peer rejection in the classroom, with this problem entailing negative consequences both in the short and long term. The problem proves difficult for adults to detect, which usually leads to a delay in measures being taken to intervene and prevent it. This study applies an experimental design with pre-test and post-test measurements in two groups—experimental and control—in order to address the problem of rejection in the early years of schooling. It explores aspects such as sociometric type, degree of victimisation, social and antisocial behaviour, as well as problematic situations among 637 students at six schools. We then implement an intervention programme for socioemotional competence throughout a school year in an effort to improve students’ social skills and relationships, focusing specifically on preventing and reducing the rejection experienced by some of these children. The programme comprises 35 teaching activities and strategies that promote the development of competences for student inclusion (curbing aggression, encouraging teamwork, fostering self-esteem, etc.) and that seek to involve all students, teachers, and relatives by offering an array of complementary resources that enrich the initiatives applied (a programme calendar, assessment notebook, questionnaires, related website, material resources). After the intervention programme, it was found that the experimental group had reduced the percentage of students who suffered rejection from 9.9% to 7.3%, although the same was not true of the control group, which went from 9.5% of rejected students to 10.2%. The reduction in the percentage of rejected students in the experimental group after the application of the programme is an encouraging result that invites us to continue working on more comprehensive interventions to prevent and reduce this phenomenon.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Molinero-González,

Martín-Antón,

Carbonero-Martín

et al. 2023

Children

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“…Esta carencia tiene un impacto negativo en su desarrollo académico, ya que la lectura se considera una herramienta fundamental para abordar cualquier tipo de información en las diferentes asignaturas del plan de estudios de formación profesional. Complementando, Rodríguez et al, (2023) afirman que en variados momentos los educadores se ponen en discordia al reto de que los discentes no ejecutan las lecturas proporcionadas antes de arribar a clases, bajando el ritmo de interacción con el docente y por ende, del aprendizaje.…”

Section: Introductionunclassified

Flipped Learning Para Fortalecer La Comprensión Lectora en Estudiantes De Una Universidad De Tarma-Perú

Melgar Tapia,

Yancán Ricaldi,

Prieto Martin

2024

LREE

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Las leyes naturales que rigen el desarrollo de las sociedades exigen constantes innovaciones en todos los ámbitos sociales, sobre todo en educación. El flipped lerning es un enfoque pedagógico pertinente en el ámbito universitario de hoy, no es simplemente invertir roles entre docente y discente, sino todo un cambio de paradigmas y actitudes en ambos. La investigación parte del objetivo establecer la influencia que tiene el aprendizaje invertido en la mejora de la comprensión lectora de los estudiantes ingresantes a las escuelas profesionales de Administración, Enfermería e Ingeniería Agroindustrial, UNAAT. Metodológicamente la investigación fue de enfoque cuantitativo, por su naturaleza de tipo aplicada, de nivel explicativo y diseño cuasiexperimental. Se aplicó el método de revisión documental y experimental. Como técnica la prueba pedagógica y el cuestionario como instrumento de recojo de información. Los resultados evidenciaron que el Flipped learning ha influido significativamente en la comprensión lectora en los estudiantes. Además, se evidenció a las aulas como espacios de debates, trabajo en equipo, experimentación, talleres de generación de productos y a las Tics, sus recursos de aprendizaje exclusivo.

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Inclusive Plurilingual Classrooms: Teacher Awareness, Climate, and Social and Emotional Learning

Mortimore

2024

Inclusive Education in Bilingual and Plurilingual Programs

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The shift of plurilingual and bilingual streams into mainstream education has highlighted the need for inclusive teaching practices to support learning in diverse contexts. While research evidences the need for improved methodological training, there is less focus on providing teachers with the training needed in a diverse classroom with pupils who require educational support, despite increasing numbers in schools. Teachers need to be aware that providing a constructive classroom climate is crucial in creating an inclusive classroom. Similarly, developing the social and emotional competences of pupils promotes prosocial skills such as supportive peer relationships and empathy, necessary traits in the diverse classroom. This chapter presents a theoretical perspective on the emotional, social, and psychological benefits of providing a supportive and inclusive classroom climate in plurilingual and bilingual education and discusses how pedagogical and metacognitive strategies, as promoted in CLIL, can be used as everyday strategies to scaffold learning in the inclusive classroom.

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La provisión de apoyos fuera del aula como medida de atención a la diversidad y sus efectos en la inclusión educativa

Cited by 3 publications

References 13 publications

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education

Flipped Learning Para Fortalecer La Comprensión Lectora en Estudiantes De Una Universidad De Tarma-Perú

Inclusive Plurilingual Classrooms: Teacher Awareness, Climate, and Social and Emotional Learning

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