Inclusive Design in the Field of Education from the Paradigm of Early Intervention
Abstract
:1. Introduction
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- Inclusion and its effects on students, teachers, and families.
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- Research on teaching in inclusive classrooms.
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- Beliefs, perceptions, and attitudes toward inclusion.
2. Materials and Methods
2.1. Characteristics of the Sample and Variables
2.2. Development of the Creative Task “Awareness and Sensitization to Functional Diversity”
2.3. Statistical Analysis, Data Organization, and Triangulation of the Methodological Strategies Used
3. Results
3.1. Findings of the Qualitative Study: Study on Teachers
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- Coping strategies: existing, desirable.
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- Previous teacher training and importance.
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- Sensitizsation: opinion and repercussion.
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- Perception of the treatment among peers and justification.
3.2. Findings of the Quantitative Study: Study in Children
4. Discussion
4.1. Inclusive Activities Performed in the Educational Centre
4.2. The Creative Task Designed and Carried Out in the Educational Centre
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Dimension | Indicator | Index |
---|---|---|
Experience with children with Special Educational Needs | Number of tutored children who presented any disability | Percentage of children intervened in the professional career of the teachers |
Strategies carried out for the sake of inclusion in the classroom | Number of strategies carried out in the classroom | Number of interventions conducted per child and their success |
Degree of teacher training in matters of inclusion and disability | Number of courses studied in matters of disability | Valuation of training courses and their relationship with intervention in the classroom |
Contents of inclusion in the teaching program of early childhood education | Number of teaching activities carried out | Number of activities conducted in matters of inclusion |
Behavior of the children toward classmates with SEN | Number of positive attitudes toward children with SEN | Degree of empathy of the children toward other children with SEN and explanation of this behavior |
Degree of importance of awareness and sensitization activities in matters of disability | Number of potential advantages of this type of activities for the classroom, the families and society | Percentage of positive responses towards the importance of including these types of activities |
Dimension | Indicator | Index |
---|---|---|
Degree of memory of the tale used for the task | Number of key descriptors of the tale:
| Number of descriptors mentioned by the child when asked about the tale of Carlota the Turtle. From 0 to 3 points → slight memory From 4 to 6 points → acceptable memory From 7 to 9 points → Very good memory From 10 to 11 points → Optimal memory |
Degree of emotion demonstrated with the characters of the tale in three dimensions | Expression shown when uncovering the box with the characters of the tale and the props of the story | The facial expression of the student is evaluated when the box is uncovered: If the child smiles and seems attentive, even trying to play with the characters → Optimal empathy (2 points) If the expression of the child does not change → 1 point If the child is angry or disgusted → Low empathy (0 points) |
Degree of memory of the board-and-dice game | Number of key descriptors of the game used:
| The number of descriptors mentioned by the child is scored. From 0 to 2 points → slight memory From 3 to 5 points → Acceptable memory More than 5 points → optimal memory |
Score of student satisfaction with the creative task | The students were asked to state, from 0 to 10 on a 10 cm tape, the degree of satisfaction they felt with the activity | Based on the student satisfaction: From 0 to 4.99 points → Unsatisfied with the task From 5 to 6.99 → Good satisfaction From 7 to 8.99→ Considerable satisfaction From 9 to 10→ Optimal satisfaction |
Variables | Mean (Maximum-Minimum) | Standard Deviation |
---|---|---|
Degree of memory of the tale | 7.04 (12-0) | 2.937 |
Degree of emotion demonstrated | 1.94 (2-1) | 0.242 |
Degree of memory of the game | 3.45 (7-0) | 1.581 |
Variables | Mean (Maximum-Minimum) | Standard Deviation |
---|---|---|
Degree of satisfaction | 1 (1-1) | 0.00 |
Would participate again | 1 (1-1) | 0.00 |
Score of the activity | 9.74 (10-3) | 0.916004 |
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Benítez-Lugo, M.-L.; Pinero-Pinto, E.; Leon-Larios, F.; Medrano-Sánchez, E.M.; de-la-Casa-Almeida, M.; Suarez-Serrano, C. Inclusive Design in the Field of Education from the Paradigm of Early Intervention. Children 2021, 8, 474. https://doi.org/10.3390/children8060474
Benítez-Lugo M-L, Pinero-Pinto E, Leon-Larios F, Medrano-Sánchez EM, de-la-Casa-Almeida M, Suarez-Serrano C. Inclusive Design in the Field of Education from the Paradigm of Early Intervention. Children. 2021; 8(6):474. https://doi.org/10.3390/children8060474
Chicago/Turabian StyleBenítez-Lugo, María-Luisa, Elena Pinero-Pinto, Fatima Leon-Larios, Esther María Medrano-Sánchez, Maria de-la-Casa-Almeida, and Carmen Suarez-Serrano. 2021. "Inclusive Design in the Field of Education from the Paradigm of Early Intervention" Children 8, no. 6: 474. https://doi.org/10.3390/children8060474