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How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions
One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with speci...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082399/ https://www.ncbi.nlm.nih.gov/pubmed/32231627 http://dx.doi.org/10.3389/fpsyg.2020.00439 |
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author | Duque, Elena Gairal, Regina Molina, Silvia Roca, Esther |
author_facet | Duque, Elena Gairal, Regina Molina, Silvia Roca, Esther |
author_sort | Duque, Elena |
collection | PubMed |
description | One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with special needs. One main theory in the psychology of education is the sociocultural approach to learning, which highlights the key role of interaction in children’s learning. In the case of students with disabilities, this interactive understanding of learning is aligned with a social model of disability, which looks beyond individual students’ limitations or potentialities and focuses on contextual aspects that can enhance their learning experience and results. In recent years, the interactive view of learning based on this theory has led to the development of educational actions, such as interactive groups and dialogic literary gatherings, that have improved the learning results of diverse children, including those with disabilities. The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. National and European research projects based on the communicative methodology of research have been conducted. This methodology entails drawing on egalitarian dialogue with the end-users of research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential. This line of research first allowed the identification of the benefits of interactive learning environments for students with disabilities educated in mainstream schools; later, it allowed the spreading of these actions to a greater number of mainstream schools; and more recently, it made it possible to transfer these actions to special schools and use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education. |
format | Online Article Text |
id | pubmed-7082399 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-70823992020-03-30 How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions Duque, Elena Gairal, Regina Molina, Silvia Roca, Esther Front Psychol Psychology One current challenge in the psychology of education is identifying the teaching strategies and learning contexts that best contribute to the learning of all students, especially those whose individual characteristics make their learning process more difficult, as is the case for students with special needs. One main theory in the psychology of education is the sociocultural approach to learning, which highlights the key role of interaction in children’s learning. In the case of students with disabilities, this interactive understanding of learning is aligned with a social model of disability, which looks beyond individual students’ limitations or potentialities and focuses on contextual aspects that can enhance their learning experience and results. In recent years, the interactive view of learning based on this theory has led to the development of educational actions, such as interactive groups and dialogic literary gatherings, that have improved the learning results of diverse children, including those with disabilities. The aim of this paper is to analyze the social impact achieved by a line of research that has explored the benefits of such successful educational actions for the education of students with special needs. National and European research projects based on the communicative methodology of research have been conducted. This methodology entails drawing on egalitarian dialogue with the end-users of research – including teachers, students with and without disabilities, students’ relatives and other community members – to allow an intersubjective creation of knowledge that enables a deeper and more accurate understanding of the studied reality and its transformative potential. This line of research first allowed the identification of the benefits of interactive learning environments for students with disabilities educated in mainstream schools; later, it allowed the spreading of these actions to a greater number of mainstream schools; and more recently, it made it possible to transfer these actions to special schools and use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education. Frontiers Media S.A. 2020-03-13 /pmc/articles/PMC7082399/ /pubmed/32231627 http://dx.doi.org/10.3389/fpsyg.2020.00439 Text en Copyright © 2020 Duque, Gairal, Molina and Roca. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Duque, Elena Gairal, Regina Molina, Silvia Roca, Esther How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title | How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title_full | How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title_fullStr | How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title_full_unstemmed | How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title_short | How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions |
title_sort | how the psychology of education contributes to research with a social impact on the education of students with special needs: the case of successful educational actions |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7082399/ https://www.ncbi.nlm.nih.gov/pubmed/32231627 http://dx.doi.org/10.3389/fpsyg.2020.00439 |
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