Pedagogical technology in teaching children with special educational needs in the context of inclusive education
The aim of this article was to test the effectiveness of the horizontal model of implementation of pedagogical technologies for teaching first-graders with autism spectrum disorders in the process of inclusive education. The study was a form of experiment that lasted one year with the involvement of...
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| Publicado en: | Apuntes Universitarios |
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| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2022
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| author | Kolupayeva, Alla A. Taranchenko, Oksana M. Koval-Bardash, Lidmyla V. Chekan, Oksana I. Nakonechna, Larysa M. |
| author_browse | Chekan, Oksana I. Kolupayeva, Alla A. Koval-Bardash, Lidmyla V. Nakonechna, Larysa M. Taranchenko, Oksana M. |
| author_facet | Kolupayeva, Alla A. Taranchenko, Oksana M. Koval-Bardash, Lidmyla V. Chekan, Oksana I. Nakonechna, Larysa M. |
| author_sort | Kolupayeva, Alla A. |
| collection | Revistas |
| container_title | Apuntes Universitarios |
| description | The aim of this article was to test the effectiveness of the horizontal model of implementation of pedagogical technologies for teaching first-graders with autism spectrum disorders in the process of inclusive education. The study was a form of experiment that lasted one year with the involvement of control and experimental classes with the same number of pupils with autism spectrum disorders. The study involved methods such as expert evaluation of differentiated learning programs, keeping a diary of the observation of the children´s learning activities, the tutor psychologist and the primary school teacher. The method of observation by a practical psychologist of the institution using the criteria of emotional, motivational, and social manifestations of behaviour was applied. Besides, the psychological characteristics of pupils in both the control and experimental classes at the beginning and at the end of the study were compiled. Differentiated learning methods such as icons, semantic webs, "storyboards" of the text into plot components were used in the course of the experiment. Based on the results of the study, it was found that the introduction of horizontal pedagogical technology within the educational institution has a positive effect on the motivation and social adaptation of students with special educational needs compared to the results obtained in the control class. Consequently, it can be concluded that the practice of differentiated learning needs further development and adaptation. |
| format | Online |
| id | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/1102 |
| institution | UPeU |
| issn | 2304-0335 2225-7136 |
| language | Spanish |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Apuntes Universitarios |
| spelling | oai:ojs2.apuntesuniversitarios.upeu.edu.pe:article/11022022-04-25T16:14:55Z Pedagogical technology in teaching children with special educational needs in the context of inclusive education Tecnología pedagógica en la enseñanza de niños con necesidades educativas especiales en el contexto de la educación inclusiva Kolupayeva, Alla A. Taranchenko, Oksana M. Koval-Bardash, Lidmyla V. Chekan, Oksana I. Nakonechna, Larysa M. Adaptation, autism, differentiated learning, inclusion, motivation, pedagogical technologies. Adaptación, autismo, aprendizaje diferenciado, inclusión, motivación, tecnologías pedagógicas. The aim of this article was to test the effectiveness of the horizontal model of implementation of pedagogical technologies for teaching first-graders with autism spectrum disorders in the process of inclusive education. The study was a form of experiment that lasted one year with the involvement of control and experimental classes with the same number of pupils with autism spectrum disorders. The study involved methods such as expert evaluation of differentiated learning programs, keeping a diary of the observation of the children´s learning activities, the tutor psychologist and the primary school teacher. The method of observation by a practical psychologist of the institution using the criteria of emotional, motivational, and social manifestations of behaviour was applied. Besides, the psychological characteristics of pupils in both the control and experimental classes at the beginning and at the end of the study were compiled. Differentiated learning methods such as icons, semantic webs, "storyboards" of the text into plot components were used in the course of the experiment. Based on the results of the study, it was found that the introduction of horizontal pedagogical technology within the educational institution has a positive effect on the motivation and social adaptation of students with special educational needs compared to the results obtained in the control class. Consequently, it can be concluded that the practice of differentiated learning needs further development and adaptation. El objetivo de este artículo fue probar la efectividad del modelo horizontal de implementación de tecnologías pedagógicas para la enseñanza de alumnos de primer grado con trastornos del espectro autista en el proceso de educación inclusiva. El estudio fue una forma de experimento que duró un año con la participación de clases de control y experimentales con alumnos con trastornos del espectro autista. El estudio involucró métodos tales como evaluación experta de programas de aprendizaje diferenciados, llevar un diario de la observación de las actividades de aprendizaje de los niños, presencia de un psicólogo tutor y un maestro de escuela primaria. Se aplicó el método de observación por un psicólogo práctico de la institución utilizando los criterios de manifestaciones emocionales, motivacionales y sociales de la conducta. Además, se recopilaron las características psicológicas de los alumnos de las clases de control y experimentales al inicio y al final del estudio. En el curso del experimento se utilizaron métodos de aprendizaje diferenciado como iconos, telarañas semánticas, “guiones gráficos” del texto en componentes de la trama. Con base en los resultados del estudio se encontró que la introducción de tecnología pedagógica horizontal dentro de la institución educativa tiene un efecto positivo en la motivación y adaptación social de los alumnos con necesidades educativas especiales en comparación con los resultados obtenidos en la clase control. En consecuencia, se puede concluir que la práctica del aprendizaje diferenciado necesita un mayor desarrollo y adaptación. Universidad Peruana Unión 2022-04-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1102 10.17162/au.v12i3.1102 Apuntes Universitarios; Vol. 12 Núm. 3 (2022): Revista de Investigación Apuntes Universitarios; 38-57 2304-0335 2225-7136 10.17162/au.v12i3 spa https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1102/892 Derechos de autor 2022 Alla A. Kolupayeva, Oksana M. Taranchenko, Lidmyla V. Koval-Bardash, Oksana I. Chekan, Larysa M. Nakonechna https://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Adaptation, autism, differentiated learning, inclusion, motivation, pedagogical technologies. Adaptación, autismo, aprendizaje diferenciado, inclusión, motivación, tecnologías pedagógicas. Kolupayeva, Alla A. Taranchenko, Oksana M. Koval-Bardash, Lidmyla V. Chekan, Oksana I. Nakonechna, Larysa M. Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title | Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title_alt | Tecnología pedagógica en la enseñanza de niños con necesidades educativas especiales en el contexto de la educación inclusiva |
| title_full | Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title_fullStr | Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title_full_unstemmed | Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title_short | Pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| title_sort | pedagogical technology in teaching children with special educational needs in the context of inclusive education |
| topic | Adaptation, autism, differentiated learning, inclusion, motivation, pedagogical technologies. Adaptación, autismo, aprendizaje diferenciado, inclusión, motivación, tecnologías pedagógicas. |
| topic_facet | Adaptation, autism, differentiated learning, inclusion, motivation, pedagogical technologies. Adaptación, autismo, aprendizaje diferenciado, inclusión, motivación, tecnologías pedagógicas. |
| url | https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/1102 |
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