Keywords
Inclusive practices
ADHD
MOSAIC
Learning and Communication Technologies
cooperative learning
ADHD
MOSAIC
Learning and Communication Technologies
cooperative learning
How to Cite
Latorre-Cosculluela, C., Liesa-Orús, M., & Vázquez-Toledo, S. (2018). Inclusive Schools: Cooperative Learning and TAC with Students with ADHD. Magis, Revista Internacional De Investigación En Educación, 10(21), 137-152. https://doi.org/10.11144/Javeriana.m10-21.eatt
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Abstract
Based on a theoretical review this paper aims to analyze the most effective inclusive practices implemented with students with Attention Deficit Hyperactivity Disorder (ADHD), with special mention to the Making Socially Accepting Inclusive Classrooms (MOSAIC) model and peer mediation as fundamental elements of cooperative learning work and inclusive practices in schools. Finally, emphasis is placed on the use of Learning and Communication Technologies and other globalizing methodologies with groups of students with ADHD.
Ainscow, Mel (2004). Developing Inclusive Education Systems: What Are the Levers for Change? Journal of Educational Change, 6 (2), 109-124. DOI: 10.1007/s10833-005-1298-4
American Psychiatric Association (2014). Trastornos del desarrollo neurológico. En American Psychiatric Association (au.). DSM-5. Manual diagnóstico y estadístico de los trastornos mentales, 17-48. Buenos Aires: Editorial Médica Panamericana.
Andrade, Brendan F. & Tannock, Rosemary (2014). Sustained Impact of Inattention and Hyperactivity-Impulsivity on Peer Problems: Mediating Roles of Prosocial Skills and Conduct Problems in a Community Sample of Children. Child Psychiatry & Human Development, 45 (3), 318-328. DOI: 10.1007/s10578-013-0402-x
Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra & Chen, Victoria (2014). Examining the Effectiveness of Technology Use in Classrooms: A Tertiary Metaanalysis. Computers & Education, 78, 140-149. DOI: 10.1016/j.compedu.2014.06.001
Arco-Tirado, José Luis; Fernández-Martín, Francisco D. & Hinojo-Lucena, Francisco Javier (2004). Trastorno por déficit de atención con hiperactividad: intervención psicopedagógica. Psicothema, 16 (3), 408-414. Disponible en: http://www.unioviedo.es/reunido/index.php/PST/article/view/ 8215/8079
Artigas-Pallarés, Josep (2003). Comorbilidad en el trastorno por déficit de atención e hiperactividad. Revista de Neurología, 36 (1), 68-78. Disponible en: http://www2.uned.es/psicofarmacologia/stahl4Ed/contenidos/Tema3/documentos/C9D_11.pdf
Boo, Gerly M. de & Prins, Pier J. M. (2007). Social Incompetence in Children with ADHD: Possible Moderators and Mediators in Social-Skills Training. Clinical Psychology Review, 27 (1), 78-97. DOI: 10.1016/j.cpr.2006.03.006
Bryant, Diane Pedrotty & Bryant, Brian R. (1998). Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities. Journal of Learning Disabilities, 31 (1), 41-54. DOI: 10.1177/002221949803100105
Cabero-Almenara, Julio & Córdoba-Pérez, Margarita (2009). Inclusión educativa: inclusión digital. Revista de Educación Inclusiva, 2 (1), 61-71. Disponible en: http://rabida.uhu.es/dspace/bitstream/handle/10272/11296/Inclusion_educativa.pdf?sequ, http://www.revistaeducacioninclusiva.es/index.php/REI/article/view/27/26
Caso, Ana María de; Blanco, Jana & Navas, Gloria (2012). Las TICS en segundo ciclo de educación infantil. International Journal of Development and Educational Psychology, 1 (1), 189-198. Disponible en: http://dehesa.unex.es/bitstream/handle/10662/2566/0214-9877_2012_1_1_189.pdf?sequence=5
Clarfield, Julie & Stoner, Gary (2005). The Effects of Computerized Reading Instruction on the Academic Performance of Students Identified with ADHD. School Psychology Review, 34 (2), 246-254. Disponible en: https://eric.ed.gov/?id=EJ788202
Crook, Charles (1998). Children as Computer Users: the Case of Collaborative Learning. Computers & Education, 30 (3-4), 237-247. DOI: 10.1016/S0360-1315(97)00067-5
Daley, David & Birchwood, James (2010). ADHD and Academic Performance: Why Does ADHD Impact on Academic Performance and What Can Be Done to Support ADHD Children in the Classroom? Child: Care, Health and Development, 36 (4), 455-464. DOI: 10.1111/j.1365-2214.2009.01046.x
Durán-Fernández, Antonio; Barrio-Barrio, José Félix & Herrán-Gascón, Agustín de la (2007). Recursos informáticos para la enseñanza-aprendizaje del inglés en educación infantil y primer ciclo de primaria: una investigación en el aula. Porta Linguarum, 7, 89-118. Disponible en: http://www.ugr.es/~portalin/articulos/PL_numero7/7Antonio%20Dur%C3%A1n.pdf
Echeita-Sarrionandía, Gerardo & Ainscow, Mel (2011). La educación inclusiva como derecho. Marco de referencia y pautas de actuación para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46. Disponible en: https://repositorio.uam.es/bitstream/handle/10486/661330/educacion_echeita_TEJUELO_2011.pdf?sequence=1&isAllowed=y
Escobar, José Pablo; Arroyo, Rodrigo; Benavente, Catalina; Díaz, Robinson; Garolera, Marion; Sepúlveda, Angélica; Urzúa, Diego & Veliz, Soledad (2016). Requisitos, retos y oportunidades en el contexto del desarrollo de nuevas tecnologías con niños para niños con discapacidad. Revista Nacional e Internacional de Educación Inclusiva, 9 (3), 127-143. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5986225
Fenstermacher, Kevin; Olympia, Daniel & Sheridan, Susan M. (2006). Effectiveness of a Computer-Facilitated, Interactive Social Skills Training Program for Boys with Attention Deficit Hyperactivity Disorder. School Psychology Quarterly, 21 (2), 197-224. DOI: http://dx.doi.org/10.1521/scpq.2006.21.2.197
Flood, William A.; Wilder, David A.; Flood, Amy L. & Masuda, Akihiko (2002). Peer-Mediated Reinforcement plus Prompting as Treatment for Off-Task Behavior in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 35 (2) 199-204. DOI:10.1901/jaba.2002.35-199. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284378/pdf/12102141.pdf
García-Álvarez, Salvia; Bleda-Marco, Estefanía; Castillo-García, Francisco Javier & Cuerva-Jimeno, Macarena (2015). La opinión de profesionales sobre la incorporación de soportes tecnológicos portátiles en las aulas. Revista de Educación a Distancia, 39, 1-18. Disponible en: http://www.redalyc.org/html/547/54729539009/
Gillies, Robyn M. & Khan, Asaduzzaman (2009). Promoting Reasoned Argumentation, ProblemSolving and Learning during Small-Group Work. Cambridge Journal of Education, 39 (1), 7-27.
Grauvogel-MacAleese, Alicia N. & Wallace, Michele D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 43 (3), 547-551. DOI: 10.1901/jaba.2010.43-547
Gutiérrez, Aníbal; Hale, Melissa N.; Gossens-Archuleta, Krista & Sobrino-Sánchez, Victoria (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International Journal of Special Education, 22 (3), 26-30. Disponible en: http://files.eric.ed.gov/fulltext/EJ814505.pdf
Harris, Amanda; Rick, Jochen; Bonnett, Victoria J.; Yuill, Nicola; Fleck, Rowanne; Marshall, Paul & Rogers, Yvonne (2009). Around the Table: Are Multiple-Touch Surfaces Better than SingleTouch for Children's Collaborative Interactions. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 1, 335-344. Disponible en: http://oro.open.ac.uk/19510/1/os-cscl2009.pdf
Hoza, Betsy (2007). Peer Functioning in Children with ADHD. Journal of Pediatric Psychology, 32 (6), 655-663. DOI: 10.1093/jpepsy/jsm024
Hoza, Betsy; Mrug, Sylvie; Gerdes, Alyson C.; Hinshaw, Stephen P.; Bukowski, William M.; Gold, Joel A.; Kraemer, Helena C.; Pelham Jr., William E.; Wigal, Timothy & Arnold, L. Eugene (2005). What Aspects of Peer Relationships Are Impaired in Children with Attention-Deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73 (3), 411-423. DOI: http://dx.doi.org/10.1037/0022-006X.73.3.411. Disponible en: https://pdfs.semanticscholar.org/2ad1/ff1e948e8acc5db2e2c5144b95528a7532a5.pdf
Hyun, Eunsook (2005). A Study of 5- to 6-Year-Old Children's Peer Dynamics and Dialectical Learning in a Computer-Based Technology-Rich Classroom Environment. Computers & Education, 44 (1), 69-91. DOI: 10.1016/j.compedu.2004.01.004
Jiménez-García, Alina; Miño-Valdés, Juan Esteban; Rodríguez-Cervera, Clara Luz; Duarte-Bréard, Matilde & González-Rodríguez, Emilio (2016). Potencialidades de la escuela, la familia y la comunidad para la inclusión de los escolares con TDAH. ACADEMO. Revista de Investigación en Ciencias Sociales y Humanidades, 3 (2), 1-13. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5757751
Johnson, David W. & Johnson, Roger T. (1999). Making Cooperative Learning Work. Theory into Practice, 38 (2), 67-73. DOI: 10.1080/00405849909543834
Johnson, David W.; Johnson, Roger T. & Smith, Karl A. (1998). Cooperative Learning Returns to College: What Evidence is there that it Works? Change: The Magazine of Higher Learning, 30 (4), 26-35. DOI: 10.1080/00091389809602629
Kasari, Connie; Rotheram-Fuller, Erin; Locke, Jill & Gulsrud, Amanda (2012). Making the Connection: Randomized Controlled Trial of Social Skills at School for Children with Autism Spectrum Disorders. Journal of Child Psychology and Psychiatry, 53 (4), 431-439. DOI: 10.1111/j.1469-7610.2011.02493.x
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American Psychiatric Association (2014). Trastornos del desarrollo neurológico. En American Psychiatric Association (au.). DSM-5. Manual diagnóstico y estadístico de los trastornos mentales, 17-48. Buenos Aires: Editorial Médica Panamericana.
Andrade, Brendan F. & Tannock, Rosemary (2014). Sustained Impact of Inattention and Hyperactivity-Impulsivity on Peer Problems: Mediating Roles of Prosocial Skills and Conduct Problems in a Community Sample of Children. Child Psychiatry & Human Development, 45 (3), 318-328. DOI: 10.1007/s10578-013-0402-x
Archer, Karin; Savage, Robert; Sanghera-Sidhu, Sukhbinder; Wood, Eileen; Gottardo, Alexandra & Chen, Victoria (2014). Examining the Effectiveness of Technology Use in Classrooms: A Tertiary Metaanalysis. Computers & Education, 78, 140-149. DOI: 10.1016/j.compedu.2014.06.001
Arco-Tirado, José Luis; Fernández-Martín, Francisco D. & Hinojo-Lucena, Francisco Javier (2004). Trastorno por déficit de atención con hiperactividad: intervención psicopedagógica. Psicothema, 16 (3), 408-414. Disponible en: http://www.unioviedo.es/reunido/index.php/PST/article/view/ 8215/8079
Artigas-Pallarés, Josep (2003). Comorbilidad en el trastorno por déficit de atención e hiperactividad. Revista de Neurología, 36 (1), 68-78. Disponible en: http://www2.uned.es/psicofarmacologia/stahl4Ed/contenidos/Tema3/documentos/C9D_11.pdf
Boo, Gerly M. de & Prins, Pier J. M. (2007). Social Incompetence in Children with ADHD: Possible Moderators and Mediators in Social-Skills Training. Clinical Psychology Review, 27 (1), 78-97. DOI: 10.1016/j.cpr.2006.03.006
Bryant, Diane Pedrotty & Bryant, Brian R. (1998). Using Assistive Technology Adaptations to Include Students with Learning Disabilities in Cooperative Learning Activities. Journal of Learning Disabilities, 31 (1), 41-54. DOI: 10.1177/002221949803100105
Cabero-Almenara, Julio & Córdoba-Pérez, Margarita (2009). Inclusión educativa: inclusión digital. Revista de Educación Inclusiva, 2 (1), 61-71. Disponible en: http://rabida.uhu.es/dspace/bitstream/handle/10272/11296/Inclusion_educativa.pdf?sequ, http://www.revistaeducacioninclusiva.es/index.php/REI/article/view/27/26
Caso, Ana María de; Blanco, Jana & Navas, Gloria (2012). Las TICS en segundo ciclo de educación infantil. International Journal of Development and Educational Psychology, 1 (1), 189-198. Disponible en: http://dehesa.unex.es/bitstream/handle/10662/2566/0214-9877_2012_1_1_189.pdf?sequence=5
Clarfield, Julie & Stoner, Gary (2005). The Effects of Computerized Reading Instruction on the Academic Performance of Students Identified with ADHD. School Psychology Review, 34 (2), 246-254. Disponible en: https://eric.ed.gov/?id=EJ788202
Crook, Charles (1998). Children as Computer Users: the Case of Collaborative Learning. Computers & Education, 30 (3-4), 237-247. DOI: 10.1016/S0360-1315(97)00067-5
Daley, David & Birchwood, James (2010). ADHD and Academic Performance: Why Does ADHD Impact on Academic Performance and What Can Be Done to Support ADHD Children in the Classroom? Child: Care, Health and Development, 36 (4), 455-464. DOI: 10.1111/j.1365-2214.2009.01046.x
Durán-Fernández, Antonio; Barrio-Barrio, José Félix & Herrán-Gascón, Agustín de la (2007). Recursos informáticos para la enseñanza-aprendizaje del inglés en educación infantil y primer ciclo de primaria: una investigación en el aula. Porta Linguarum, 7, 89-118. Disponible en: http://www.ugr.es/~portalin/articulos/PL_numero7/7Antonio%20Dur%C3%A1n.pdf
Echeita-Sarrionandía, Gerardo & Ainscow, Mel (2011). La educación inclusiva como derecho. Marco de referencia y pautas de actuación para el desarrollo de una revolución pendiente. Tejuelo, 12, 26-46. Disponible en: https://repositorio.uam.es/bitstream/handle/10486/661330/educacion_echeita_TEJUELO_2011.pdf?sequence=1&isAllowed=y
Escobar, José Pablo; Arroyo, Rodrigo; Benavente, Catalina; Díaz, Robinson; Garolera, Marion; Sepúlveda, Angélica; Urzúa, Diego & Veliz, Soledad (2016). Requisitos, retos y oportunidades en el contexto del desarrollo de nuevas tecnologías con niños para niños con discapacidad. Revista Nacional e Internacional de Educación Inclusiva, 9 (3), 127-143. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5986225
Fenstermacher, Kevin; Olympia, Daniel & Sheridan, Susan M. (2006). Effectiveness of a Computer-Facilitated, Interactive Social Skills Training Program for Boys with Attention Deficit Hyperactivity Disorder. School Psychology Quarterly, 21 (2), 197-224. DOI: http://dx.doi.org/10.1521/scpq.2006.21.2.197
Flood, William A.; Wilder, David A.; Flood, Amy L. & Masuda, Akihiko (2002). Peer-Mediated Reinforcement plus Prompting as Treatment for Off-Task Behavior in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 35 (2) 199-204. DOI:10.1901/jaba.2002.35-199. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284378/pdf/12102141.pdf
García-Álvarez, Salvia; Bleda-Marco, Estefanía; Castillo-García, Francisco Javier & Cuerva-Jimeno, Macarena (2015). La opinión de profesionales sobre la incorporación de soportes tecnológicos portátiles en las aulas. Revista de Educación a Distancia, 39, 1-18. Disponible en: http://www.redalyc.org/html/547/54729539009/
Gillies, Robyn M. & Khan, Asaduzzaman (2009). Promoting Reasoned Argumentation, ProblemSolving and Learning during Small-Group Work. Cambridge Journal of Education, 39 (1), 7-27.
Grauvogel-MacAleese, Alicia N. & Wallace, Michele D. (2010). Use of Peer-Mediated Intervention in Children with Attention Deficit Hyperactivity Disorder. Journal of Applied Behavior Analysis, 43 (3), 547-551. DOI: 10.1901/jaba.2010.43-547
Gutiérrez, Aníbal; Hale, Melissa N.; Gossens-Archuleta, Krista & Sobrino-Sánchez, Victoria (2007). Evaluating the Social Behavior of Preschool Children with Autism in an Inclusive Playground Setting. International Journal of Special Education, 22 (3), 26-30. Disponible en: http://files.eric.ed.gov/fulltext/EJ814505.pdf
Harris, Amanda; Rick, Jochen; Bonnett, Victoria J.; Yuill, Nicola; Fleck, Rowanne; Marshall, Paul & Rogers, Yvonne (2009). Around the Table: Are Multiple-Touch Surfaces Better than SingleTouch for Children's Collaborative Interactions. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 1, 335-344. Disponible en: http://oro.open.ac.uk/19510/1/os-cscl2009.pdf
Hoza, Betsy (2007). Peer Functioning in Children with ADHD. Journal of Pediatric Psychology, 32 (6), 655-663. DOI: 10.1093/jpepsy/jsm024
Hoza, Betsy; Mrug, Sylvie; Gerdes, Alyson C.; Hinshaw, Stephen P.; Bukowski, William M.; Gold, Joel A.; Kraemer, Helena C.; Pelham Jr., William E.; Wigal, Timothy & Arnold, L. Eugene (2005). What Aspects of Peer Relationships Are Impaired in Children with Attention-Deficit/Hyperactivity Disorder? Journal of Consulting and Clinical Psychology, 73 (3), 411-423. DOI: http://dx.doi.org/10.1037/0022-006X.73.3.411. Disponible en: https://pdfs.semanticscholar.org/2ad1/ff1e948e8acc5db2e2c5144b95528a7532a5.pdf
Hyun, Eunsook (2005). A Study of 5- to 6-Year-Old Children's Peer Dynamics and Dialectical Learning in a Computer-Based Technology-Rich Classroom Environment. Computers & Education, 44 (1), 69-91. DOI: 10.1016/j.compedu.2004.01.004
Jiménez-García, Alina; Miño-Valdés, Juan Esteban; Rodríguez-Cervera, Clara Luz; Duarte-Bréard, Matilde & González-Rodríguez, Emilio (2016). Potencialidades de la escuela, la familia y la comunidad para la inclusión de los escolares con TDAH. ACADEMO. Revista de Investigación en Ciencias Sociales y Humanidades, 3 (2), 1-13. Disponible en: https://dialnet.unirioja.es/servlet/articulo?codigo=5757751
Johnson, David W. & Johnson, Roger T. (1999). Making Cooperative Learning Work. Theory into Practice, 38 (2), 67-73. DOI: 10.1080/00405849909543834
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