Sistemas de ayuda entre iguales con poblaciones de niños del espectro autista en escuelas inclusivas. Una revisión sistemática

Abstract

El emplazamiento de los niños con Trastorno de Espectro Autista (TEA) en contextos inclusivos ha ido progresivamente desestimando las intervenciones de carácter más individualizado para dejar surgir a una perspectiva de integración escolar, destacando así la importancia de la influencia de los chicos con desarrollo típico (DT) en sus habilidades sociales y comunicativas. La utilización pedagógica de las mediaciones entre iguales implica la enseñanza de una serie de estrategias y pautas a niños sin dificultades para facilitar la interacción social de chicos con TEA. De este modo, en esta revisión sistemática se expone la búsqueda y análisis de 11 trabajos empíricos que utilizan las intervenciones mediadas entre iguales con niños con TEA en contextos escolares de carácter inclusivo. De cada uno de los estudios seleccionados se analizan una serie de cuestiones, a saber: características de los participantes, modalidad y duración del entrenamiento a los compañeros, espacio y tipo de activdades puestas en práctica y, finalmente, los resultados obtenidos. Tras la extracción de datos, se evidencian efectos claramente favorecedores de este tipo de intervenciones con niños con TEA en lo que respecta a sus comportamientos sociales y comunicativos, encontrándose un predominante porcentaje de mediaciones que se llevan a cabo en los recreos escolares.

How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain

“…These situations were identified by the teachers in different educational scenarios: recess time, time between classes, the routes into and out of the school and trips, amongst others. They are identified as situations of great potential to improve the social skills of students with ASD and to contribute to favouring the relationships amongst students, which is in agreement with previous studies Liesa et al ., 2017; Nabors et al ., 2001). I believe that, in this high school, the time in the cafeteria and in the bus is as important as the recess time.…”

“…However, we must also take into account the importance of generating relationship opportunities with others and the creation of networks amongst peers, beyond the space of the classroom. Different authors point out the relevance of building friendship relationships and the access to behavioural models of children in their age range as a way of creating opportunities for the educational inclusion of students with ASD, which in turn improves their social skills (Liesa et al ., 2017). This requires the participation of all students in all the activities of the school.…”

Mapping Role-Playing Games in Ibero-America: An Educational Review

“…For example, it can be observed that some topics are related to video games, two of them from a negative perspective [57,62], one about educational benefits [22], and finally a recent article about Classcraft [8], very related to MMORPGs [7,9]. Others are related to more physically interactive situations, like roleplaying [58,60,63] and LARPs [61] with applications for socialization, attitudes, and physical education, and several proposals including history [27,56], attitudes and values [30,55,60], mathematics [40], politics [59], sustainability [39], etc. Additionally, mainly in 2010, several articles had a more miscellaneous nature, with a more theoretical point of view: myths about RPGs [16], editorials and publications [52], profiles of RPG players [51], and definitions and concepts about RPGs [53].…”

“…Most of the citations belong to a 2010 Education in the Knowledge Society (EKS) monograph (128 citations). From a quantitative valuation, 19.05% of references [8,22,53,58] deal with video games and ICTs; 19.05% [58,60,61,63] with LARP/roleplays (differences between them are sometimes difficult to establish); 38.09% [18,27,30,39,40,55,56,59] about practical proposals and experiences in the classroom (without LARPs or ICTs) including history, gender, etc., and the rest deal with diverse issues, often more theoretical, with 23.81% [16,[51][52][53][54]]. This answer corresponds to MQ2.…”

“…Most of the Spanish articles appeared in the EKS journal monograph from 2010 [16,18,27,30,[51][52][53][54][55]; there are also two other articles published in EKS from 2018 [22] and 2019 [8]. Moreover, there is one article published in the journal Aloma (2013) [57], and finally, two in the journal Revista Complutense de Educación, in 2018 [62,63].…”