Publication: Una experiencia de investigación-acción como estrategia convergente de autoafirmación inicial y permanente para la integración escolar de los niños discapacitados
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Date
1996
Authors
García Fernández, José Antonio
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El presente artículo hace referencia , a una experiencia de desarrollo profesional Ilevada a cabo
mediante un proceso de investigación-acción, en torno al proceso de integración escolar en un centro de
Educación Infantil y Primaria de Madrid. Además de los profesores del centro participan estudiantes de
Magisterio (Educación Especial), aunándose la formación inicial con la permanente en un mismo proceso.
Mediante el estudio de casos se promueve la reflexión sobre las condiciones contextuales que están
favoreciendo o inhibiendo la integración escolar de los alumnos. Se estudia también la influencia de las
competencias sociales de los alumnos con n.e.e. sobre las posibilidades de interacción con sus compañeros.
The paper focus on profesional development through an action-research process, on the mainstreaming into infant and primary school. School teachers and students of School Education (Special Education Speciality) participated in a process of pre and in service training. They produced a case study which instigateds the reflection about the contextul conditions that facilitate or restrain the pupils integration into the group of pupils. The social competence influence of special needs pupils are also studied. These competences were studied as condition for the interaction among classmates.
The paper focus on profesional development through an action-research process, on the mainstreaming into infant and primary school. School teachers and students of School Education (Special Education Speciality) participated in a process of pre and in service training. They produced a case study which instigateds the reflection about the contextul conditions that facilitate or restrain the pupils integration into the group of pupils. The social competence influence of special needs pupils are also studied. These competences were studied as condition for the interaction among classmates.
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Citation
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