The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding s...

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Detalles Bibliográficos
Autores: Rodríguez-Oramas, Alfonso, Álvarez Cifuentes, Pilar, Ramis Salas, Maria del Mar, Ruiz Eugenio, Laura
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Barcelona
Repositorio:Dipòsit Digital de la UB
OAI Identifier:oai:diposit.ub.edu:2445/176836
Acceso en línea:https://hdl.handle.net/2445/176836
Access Level:acceso abierto
Palabra clave:Educació inclusiva
Interactivitat (Educació)
Inclusive education
Interactivity (Education)
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spelling The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environmentsRodríguez-Oramas, AlfonsoÁlvarez Cifuentes, PilarRamis Salas, Maria del MarRuiz Eugenio, LauraEducació inclusivaInteractivitat (Educació)Inclusive educationInteractivity (Education)In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018-2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.Frontiers Media2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://hdl.handle.net/2445/176836Articles publicats en revistes (Teoria i Història de l'Educació)reponame:Dipòsit Digital de la UBinstname:Universidad de BarcelonaInglésReproducció del document publicat a: https://doi.org/10.3389/fpsyg.2021.641426Frontiers in Psychology, 2021, vol. 12, num. 641426https://doi.org/10.3389/fpsyg.2021.641426cc-by (c) Rodríguez Oramas, Alfonso et al., 2021http://creativecommons.org/licenses/by/3.0/esinfo:eu-repo/semantics/openAccessoai:diposit.ub.edu:2445/1768362026-05-27T06:46:51Z
dc.title.none.fl_str_mv The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
title The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
spellingShingle The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
Rodríguez-Oramas, Alfonso
Educació inclusiva
Interactivitat (Educació)
Inclusive education
Interactivity (Education)
title_short The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
title_full The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
title_fullStr The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
title_full_unstemmed The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
title_sort The Impact of evidence-based dialogic training of special education teachers on the creation of more inclusive and interactive learning environments
dc.creator.none.fl_str_mv Rodríguez-Oramas, Alfonso
Álvarez Cifuentes, Pilar
Ramis Salas, Maria del Mar
Ruiz Eugenio, Laura
author Rodríguez-Oramas, Alfonso
author_facet Rodríguez-Oramas, Alfonso
Álvarez Cifuentes, Pilar
Ramis Salas, Maria del Mar
Ruiz Eugenio, Laura
author_role author
author2 Álvarez Cifuentes, Pilar
Ramis Salas, Maria del Mar
Ruiz Eugenio, Laura
author2_role author
author
author
dc.subject.none.fl_str_mv Educació inclusiva
Interactivitat (Educació)
Inclusive education
Interactivity (Education)
topic Educació inclusiva
Interactivitat (Educació)
Inclusive education
Interactivity (Education)
description In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018-2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2445/176836
url https://hdl.handle.net/2445/176836
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Reproducció del document publicat a: https://doi.org/10.3389/fpsyg.2021.641426
Frontiers in Psychology, 2021, vol. 12, num. 641426
https://doi.org/10.3389/fpsyg.2021.641426
dc.rights.none.fl_str_mv cc-by (c) Rodríguez Oramas, Alfonso et al., 2021
http://creativecommons.org/licenses/by/3.0/es
info:eu-repo/semantics/openAccess
rights_invalid_str_mv cc-by (c) Rodríguez Oramas, Alfonso et al., 2021
http://creativecommons.org/licenses/by/3.0/es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv Articles publicats en revistes (Teoria i Història de l'Educació)
reponame:Dipòsit Digital de la UB
instname:Universidad de Barcelona
instname_str Universidad de Barcelona
reponame_str Dipòsit Digital de la UB
collection Dipòsit Digital de la UB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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