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Cecilia Latorre-Cosculluela http://orcid.org/0000-0002-6083-8759

Marta Liesa-Orús http://orcid.org/0000-0002-9685-8399

Sandra Vázquez-Toledo http://orcid.org/0000-0003-2206-2299

Resumen

En este artículo, mediante una revisión teórica, se analizan las prácticas inclusivas más eficaces implementadas con alumnado con Trastorno por Déficit de Atención e Hiperactividad (TDAH), haciendo especial mención al modelo Making Socially Accepting Inclusive Classrooms (MOSAIC) y a la mediación entre iguales como elementos fundamentales de trabajo del aprendizaje cooperativo y las prácticas inclusivas en las escuelas. Finalmente, se hace hincapié en la utilización de las Tecnologías del Aprendizaje y la Comunicación y otras metodologías globalizadoras con grupos de alumnado con TDAH.

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Keywords

Prácticas inclusivas, TDAH, MOSAIC, Tecnologías del Aprendizaje y la Comunicación, aprendizaje cooperativo

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Cómo citar
Latorre-Cosculluela, C., Liesa-Orús, M., & Vázquez-Toledo, S. (2018). Escuelas inclusivas: aprendizaje cooperativo y TAC con alumnado con TDAH. Magis, Revista Internacional De Investigación En Educación, 10(21), 137-152. https://doi.org/10.11144/Javeriana.m10-21.eatt
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