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Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education
The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060644/ https://www.ncbi.nlm.nih.gov/pubmed/33897572 http://dx.doi.org/10.3389/fpsyg.2021.662646 |
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author | Álvarez-Guerrero, Garazi López de Aguileta, Ane Racionero-Plaza, Sandra Flores-Moncada, Lirio Gissela |
author_facet | Álvarez-Guerrero, Garazi López de Aguileta, Ane Racionero-Plaza, Sandra Flores-Moncada, Lirio Gissela |
author_sort | Álvarez-Guerrero, Garazi |
collection | PubMed |
description | The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students. |
format | Online Article Text |
id | pubmed-8060644 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-80606442021-04-23 Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education Álvarez-Guerrero, Garazi López de Aguileta, Ane Racionero-Plaza, Sandra Flores-Moncada, Lirio Gissela Front Psychol Psychology The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students. Frontiers Media S.A. 2021-04-08 /pmc/articles/PMC8060644/ /pubmed/33897572 http://dx.doi.org/10.3389/fpsyg.2021.662646 Text en Copyright © 2021 Álvarez-Guerrero, López de Aguileta, Racionero-Plaza and Flores-Moncada. https://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 Álvarez-Guerrero, Garazi López de Aguileta, Ane Racionero-Plaza, Sandra Flores-Moncada, Lirio Gissela Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title | Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title_full | Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title_fullStr | Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title_full_unstemmed | Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title_short | Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education |
title_sort | beyond the school walls: keeping interactive learning environments alive in confinement for students in special education |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8060644/ https://www.ncbi.nlm.nih.gov/pubmed/33897572 http://dx.doi.org/10.3389/fpsyg.2021.662646 |
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