dc.creator | Benítez Lugo, María Luisa | es |
dc.creator | Piñero Pinto, Elena | es |
dc.creator | León Larios, Fátima | es |
dc.creator | Medrano Sánchez, Esther Mª | es |
dc.creator | Casa Almeida, María de la | es |
dc.creator | Suárez Serrano, Carmen | es |
dc.date.accessioned | 2022-11-15T14:53:51Z | |
dc.date.available | 2022-11-15T14:53:51Z | |
dc.date.issued | 2021-06-04 | |
dc.identifier.citation | Benítez Lugo, M.L., Piñero Pinto, E., León Larios, F., Medrano Sánchez, E.M., Casa Almeida, M.d.l. y Suárez Serrano, C. (2021). Inclusive design in the field of education from the paradigm of early intervention. Children-Basel, 8 (6), 474. https://doi.org/10.3390/children8060474. | |
dc.identifier.issn | 2227-9067 | es |
dc.identifier.uri | https://hdl.handle.net/11441/139451 | |
dc.description.abstract | Inclusive education and early intervention go hand in hand in the early educational stages
to reach the maximum potential of the student body. The aim of this study was to analyze the
inclusive profile of an educational center and assess the effectiveness of an inclusive task (designed
for this study) in a group of students of early childhood education. This analytical, prospective,
descriptive and longitudinal study was conducted from both qualitative and quantitative approaches.
From the qualitative approach, an interview was carried out with early childhood education teachers.
A total of nine participants were interviewed. Their mean age was 42.25 ± 9.30 years, with a mean
experience of 14.25 ± 9.25 years. The quantitative part of the study was carried out with 97 students
of early childhood education. After delivering a learning workshop about awareness of functional
diversity, three variables were analyzed: story memory, demonstrated emotion, and game memory.
The qualitative study indicates that it is necessary to develop coping strategies, such as including
special education tasks in the classroom, prior to specific staff training and programming in specific
aspects of awareness. Moreover, it is shown that the perception of treatment among peers is already
present at this educational stage. The quantitative study reveals that the task was exciting and
motivating for the students, which promotes learning and awareness. | es |
dc.format | application/pdf | es |
dc.format.extent | 10 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Children-Basel, 8 (6), 474. | |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Students | es |
dc.subject | Learning activities | es |
dc.subject | Game-based learning | es |
dc.subject | Creativity | es |
dc.subject | Inclusive design | es |
dc.subject | Diversity | es |
dc.title | Inclusive design in the field of education from the paradigm of early intervention | es |
dc.type | info:eu-repo/semantics/article | es |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Fisioterapia | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Enfermería | es |
dc.relation.publisherversion | https://www.mdpi.com/2227-9067/8/6/474 | es |
dc.identifier.doi | 10.3390/children8060474 | es |
dc.journaltitle | Children-Basel | es |
dc.publication.volumen | 8 | es |
dc.publication.issue | 6 | es |
dc.publication.initialPage | 474 | es |