Evaluación de los grupos interactivos desde el paradigma de la educación inclusiva
The aim of this study is to evaluate classroom sessions whose organization is based on the Interactive Groups (GI) to determine the variables that ensure inclusive practices. A case study, focusing on the CEIP Pintor Joan Miró (Palma de Mallorca), was developed in five focus groups, documentary anal...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad de Murcia |
| Repositorio: | DIGITUM. Depósito Digital Institucional de la Universidad de Murcia |
| OAI Identifier: | oai:digitum.um.es:10201/53553 |
| Acceso en línea: | http://hdl.handle.net/10201/53553 |
| Access Level: | acceso abierto |
| Palabra clave: | Inclusive education Interactive groups Case study Assessment Educación inclusiva Grupos interactivos Estudio de caso Evaluación |
| Sumario: | The aim of this study is to evaluate classroom sessions whose organization is based on the Interactive Groups (GI) to determine the variables that ensure inclusive practices. A case study, focusing on the CEIP Pintor Joan Miró (Palma de Mallorca), was developed in five focus groups, documentary analysis and subsequent discussion with teachers to discuss the programming, implementation and evaluation of GI in Pre-Primary and Primary. Materials, strategies, resources, obstacles, doubts and alternatives are presented to establish proposals for improvement at the school level. From the most relevant results, it concludes that if high expectations for all students participating and dialogic acts are maintained in GI, the practices that take place in this type of organization ensure participation and learning for all and can be considered as inclusive. |
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