Publication: La formación del profesorado sobre el autismo basada en la evidencia: la Instrucción e Intervención Mediada por Pares
Authors
Larraceleta González, Aitor
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Publisher
Universidad de Murcia
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/reifop.393811
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info:eu-repo/semantics/article
Description
Abstract
En
este
trabajo
se
aborda
la
“Instrucción
e
Intervención
mediada
por
pares”,
una
de
las
veintisiete
prácticas
focalizadas
basadas
en
la
evidencia
establecidas
por
el
National
Professional
Development
Center
on
Autism
Spectrum
Disorders
estadounidense
(Wong
et
al.,
2014),
dirigidas
al
profesorado
para
la
educación
del
alumnado
con
Trastorno
del
Espectro
Autista
(TEA).
Para
ello,
se
recogen
sus
fundamentos
básicos
y
se
recomienda
una
secuencia
de
planificación,
implementación
y
evaluación,
con
el
objetivo
de
mejorar
las
habilidades
sociales,
comunicativas
y
académicas,
de
atención
conjunta
y
juego
y
la
preparación
para
la
vida
escolar
de
este
alumnado,
siguiendo
un
enfoque
“de
la
ciencia
a
la
práctica”.
This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-‐ seven focused evidence-‐based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a "science to practice” approach.
This paper deals with “Peer mediated Instruction and Intervention”, one of the twenty-‐ seven focused evidence-‐based practices established by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2014), aimed at teachers for the education of students with Autism Spectrum Disorder (ASD). For this purpose, its basic fundamentals are collected and the sequence of planning, implementation and evaluation is recommended, with the objective to improve the social, communicative, academic, joint attention and play skills and the preparation for the school life of these students, following a "science to practice” approach.
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